Cuesta College Spring 2019 Opening Day

– So what a beautiful day
this has turned out to be, to come back together on campus. It is certainly much
easier to walk around today than it was on Tuesday afternoon, when the furniture was
blowing across the campus. So, welcome, today joining us, we have several members
of our Board of Trustees and I’d like to welcome our Board Vice President,
Dr. Barbara George. (applauding) Trustee, Mr. Patrick Mullen. And Trustee Mrs. Mary Strobridge, and Mary came on crutches, so we won’t ask her to stand. Thank you, Mary. Also joining us today is Superintendent, President, Emeritus and
our friend, Dr. Gil Stork. (applauding) So, I really appreciate
that our academic senate and our CCFT folks were incredibly short. I had imagined that we were gonna be starting a little later than we are. This is just tremendous, we have a very full agenda this afternoon it’s going to move quickly. We don’t have a break built in, so please feel free, you are more than welcome
to get up as needed and there are restrooms located
on either side of the lobby. And if there would happen
to be an emergency, not only can we exit out the lobby doors, but there are also exits on the side that lead to a vestibule that will take us out of the building. So with our housekeeping out of the way, we’re gonna start with our new hires, and announcing our retirements, and we’re gonna begin with
our human resources area, in representing Vice
President Richardson today, is Janeal Blue. (applauding) – Hello, so I’m gonna
start with acknowledging and also congratulating our fall retirees. I will try my best with everyone’s names, I kind of got it easy this year. Lori Allen, Deborah Barker, Vern Haynes, Amy Mooney, Maryanne Zerika, Judy Beyer, Kristin Pimentel, Fred
Trombly and Wendy Wagner. (applauding)
(laughs) I also will be doing the
human resources new hires, if they’re in the audience, ’cause I can’t see anything right now, please stand up and hold your
applause till we’re done, for the people who have longer lists, it will be much easier that way. Laura Bright, payroll technician. Robia Schavaz, the new
human resources assistant, oh, I’m sorry, clerical assistant. (laughs)
(applauding) And next up will be Shannon Hill. – Hi everyone. (applauding) Happy New Year, I’m Shannon
Hill, the Executive Director of Institutional Advancement
and the Foundation. We have two new hires in
our area with us today, the first one is Litsko Brennen, who is our new graphic designer. (applauding) We, oh, okay and you forgot the
hold the applause part guys, and our second one is in the foundation, we have a new accounting
technician, Erin Warren-Gordon. Thank you so much. (applauding) Next is Dr. Mark Sanchez
with his new hires. – Good afternoon everyone. I’d like to introduce our three new hires in student services. I’d like to start with Ariel Abbot, who is out bilingual enrollment
success specialist, Ariel. Second is our, is Blem Diaz-Infante, she’s also a bilingual
enrollment success specialist. And last but not least, Leah Brant, who’s our registered nurse
in our student health center. (applauding) And next I’d like to introduce
our Assistant Superintendent and Vice President of
Administrative Services, Dan Troy. (applauding) – Come on. (laughs) Usually a bunch of guys
get a much better response than that, come on. We got you more comfortable
chairs this time than last time, I thought that would be something. I’m pleased to welcome
two new employees we have in Administrative Services. I’m gonna ask them to stand
when I say their names, when I read the two names first and then you can give them a
thunderous ovation after that, how ’bout that? So the first up is Joseph Manning-Dodd, a computer services technician. So Joseph, if you’re here, please stand. Oh, there he is, there he is. And also we have Elizabeth Whitmore, a new accounting technician
too, Liz stand up. Liz was very concerned
I was gonna say her name and she was gonna get all this attention, but it’s not so bad, is it? Let’s welcome ’em all, give ’em a round of attention, applause. (applauding) And now I get to introduce
the one and only, our illustrious Assistant Superintendent, Vice President of Academic
Affairs, Deb Wulff, Deb. (applauding) – Good afternoon and
welcome back everybody. So, as I read the names, I’m gonna ask you when you stand, count to 10 before you sit down. So at least somebody can see who you are and welcome you into the college. And I’m not gonna be short and sweet, so, bear with me. All right, we have Deborah Adams, Nursing and Allied Health
Clinical Coordinator. Hazel Antanamara Hofman, who’s a Fine Arts part-time faculty. Karina Biala, Applied Behavioral
Sciences part-time faculty. Carrie Bailey, Business
Education, part-time faculty. No one is standing up, come on. Let’s make sure you stand up. Oh, there you are! (audience laughs) I have Casey Blair,
Kinesiology, part-time faculty. Rosemary Canfield,
College Success Studies, part-time faculty. Madeline Chevolare, Applied
Behavioral Sciences, part-time faculty. Patty Clarkson, Applied
Behavioral Sciences, part-time faculty. Tonya Colum, Nursing and Allied
Health, part-time faculty. Amaral L. Bataway,
Engineering and Technology, part-time faculty. Kimberly Espino, Strong
Workforce Development, Job Developer and Recruiter. Christopher Fitzpatrick,
Engineering Technology, part-time faculty. That is only page one,
we have two more to go. (audience laughs) Justin Gish, Applied Behavioral
Sciences, part-time faculty. Perry Gets, Administrative Assistant, Scheduling Specialist for the Dean. Alicia Hammond, Social
Sciences, part-time faculty. Sally Herrera, Nursing and
Allied Health, part-time faculty. Erica Hanosa, Business
Education, part-time faculty. Rebecca Horne, Nursing and
Allied Health, part-time faculty. Caitlyn Johnson, Biological
Sciences, part-time faculty. Susan Lee, Susan Stergil,
sorry, Susan Stergil. Debbie D. and C. Pete, part-time faculty. William Loy, WEDNCP, part-time faculty. Daniel McCrane, Nursing,
part-time faculty. Ameralis Marcias-Iscold,
Applied Behavioral Sciences, part-time faculty. Teraciona Matarece,
Language and Communications, part-time faculty. Robin Macetin, Nursing and
Allied Health, part-time faculty. Richard Malaya, WEDNCP,
noncredit, part-time faculty. Mariah Miller, Toddler and
Preschool Assistant Teacher. Rita Mills, WEDNCP, part-time faculty. William Morris,
Engineering and Technology, part-time faculty. Michelle Patrick, Business
Education, part-time faculty. Lorena Pike, Languages and Communications, part-time faculty. Veronica Raines, Applied
Behavioral Sciences, part-time faculty. Marcos Ramirez Santos,
Academic Success Coach. Page three, we’re moving on. Perry Roder, Instructional Aid. Irene Rosalie, WEDNCP, part-time faculty. Sal Ruiz, Bilingual
Academic Success Coach. Julie Center, Nursing, part-time faculty. Clark Stewart, Technical
Director, Theater. Shannon Sutherland, Computer Lab Learning Management, Systems Specialist. Milan Talani, Toddler and
Preschool Assistant Teacher. Brandon West, Biological
Sciences, part-time faculty. And David Zargoza, Engineering Technology, part-time faculty. So, I’m gonna ask, everyone
whose name was called, please stand up one more time, everybody. (applauding)
And then that’s. Thank you for everyone
that was list today, and joining the Cuesta family. And here’s Dr. Sterns. (applauding) – So welcome to all of our new employees. We’re going to begin with
some special recognition now, starting with the Elaine Holly Coats Service Excellence Award. This award was established
as an endowment account by the Cuesta College
Foundation Board of Directors on May 9th, 1994. It was named the Elaine Holly
Coats Service Excellence Award in January 2014, in honor of the first classified
employee of Cuesta College. Ms. Coats served from
July 1964 to June 1992 and represents the epitome
of service excellence. Nominees must demonstrate
distinguished job performance and excellence in service
beyond normal job expectations. I’m gonna share the remarks, made by the nominators of
our recipient this year. Her work quality is
excellent in all aspects. Her ability to stay on top of extremely complex budgets
exceeds expectations. Her contributions are
impossible to fully quantify. She loves Cuesta College, plain and simple and expresses it through her wok ethic and commitment to students. She provides exceptional
support to the division, her work is excellent,
her attitude exceptional and her caring nature highly valued. Her collegial working relationships with people across campus are instrumental in fulfilling
a multitude of needs. Such as obtaining computer
access for new faculty, reserving rooms for events, establishing and
increasing purchase orders, ordering office supplies and
facilitating student needs in Admissions and Records and Counseling. She’s an incredibly competent individual who provides exceptional support. Each, I’m sorry, probably
oughta put my glasses on. She provides exceptional
support and handles with ease, complex budgets and diverse
programs and people. She also manages change extremely well, and continually looks for
ways in which processes and systems can be improved. She is a team player and
creative forward thinker. She makes herself available to help regardless of circumstance. All of the additional work she does would be enough to merit recognition. But the real distinction
in Magnolia Stork, is her work is kind, friendly,
helpful and optimistic. She is beloved by
students, faculty and staff in the Fine Arts Department. Join me in congratulating Magnolia Stork, Division Assistant, Fine Arts. (applauding) – Thank you! (audience laughs) Thank you! (audience applauding) – Now I’d like to invite our
Academic Senate President, Stacey Millich, to make
the next presentation. – Hello everyone. (laughs) Nice to see the faculty again
and all the rest of you. Super thrilled to be up here today, because I get to do a super fun thing, which of course is award. And this is going to
be my last presentation of a faculty excellence award, so I’m cherishing every moment. This award is called the
Peter and M’May Diffley Award for Faculty Excellence. As you might imagine, it was
established by Peter Diffley, in the name of his wife M’May Diffley. She passed away in January of ’87. The award was designed to
recognize faculty excellence, but it’s a little different
than the fall award, which is the Faculty
Excellence in Teaching Award. This includes teaching of course, but also the recipient of this award also has to demonstrate depth, in either community activism or environmental and ecological concerns or involvement in the arts or be what I like to call,
a social science influencer. Because it’s a super, oh sorry, science student influencer, because it’s a super long thing, but that’s basically what it captures. So, this year’s recipient,
really an excellent teacher and she’s not kidding about
you can’t see anything up here, so hopefully you guys are smiling. (laughs) So I’ll tell you a little bit about what his students say about him and then I’ll tell you a little bit about what the people in the community, who he is a community
activist, say about him. So his Cuesta students
describe him this way. Quote, I learned so much about life and English in this class, he is great at making
English applicable to life, in today’s society. He is by far the most enlightening
and brilliant professor I have ever had the
pleasure to learn from. He really provokes that
critical thinking button in your brain, he really cares
about his students success, take him, and then exclamation points that went all the way
across the page, right. I liked this quote, he
doesn’t teach a class, he teaches a student. Right, so as to his community involvement, this particular individual
actually started a children’s martial arts program. It reminded me a little bit of Steve Jobs, in that he did it in
his garage, initially, and we know great things
come out of garages. And it evolved into his work as a resilient jujitsu
instructor for kids. And now he works at a dojo
and also takes kids to compete in national competitions. So, his wife was kind enough to share some of the
comments from his kids, so I thought I’d share
those with you was well. Liam, age 11, the reason
you are a good person is because you are kind,
patient and caring. Vaughn, age nine, he doesn’t get mad. (laughs) Or he doesn’t show it. No, that doesn’t say that. (laughs) He doesn’t hurt your feelings and makes you feel good about yourself. Eloise, age seven, he makes me feel really good about myself. And finally, Cal, age five, he shows you good things
to do and bad things. (laughs) Just wish he were here, right? He doesn’t get mad if you
do wrong things on accident. (audience laughs) So please join me in congratulating
this year’s recipient of the M’May Diffley Award, Jim West. (audience applauding) Please come join us, Jim. – Now do you want me to really have that? I’m making Jim two hugs. Here you go Jim, congratulations. – Thank you so much. – No one is as welcome. – Yeah. – Congratulations. (audience booing) (laughs) – Thought I was gonna
get away with it, so. First of all thank you so much, this is very humbling. I’m used to speaking in front of groups but usually not over 30. (audience laughs) This is new for me. I feel very fortunate to have kind of stumbled upon Brazilian jujitsu. Wasn’t something I was seeking out, I was looking for something
for one of my children to do. I have a child who is autistic, and traditional sports
were difficult for him. Team sports, and so,
we hit on martial arts and tried a couple and
found Brazilian jujitsu. And that was 11 years ago. I can’t say enough about the art, in terms of fostering
a sense of community. It helped my child find a place, much like I think many of our students find a place at Cuesta. Which is probably the
most fulfilling thing to see as an educator. Whatever happens to them,
wherever they end up, or whatever they end up doing in life, so many of our students we
know here make that comment. That I really felt like
I had a home at Cuesta. And probably one of the main reasons that Brazilian jujitsu was
appealing to me as well. So, thank you again. Thanks to Matt Fleming for nominating me. (laughs) And so forth, but, thank you. (audience applauds) – Campaign for college opportunity
recognized Cuesta College as the 2017 higher education champion for excellence in transfer. Cuesta College was awarded for producing the largest number of students
earning an associate degree for transfer relative to college size. On December 4th, 2018, 12
additional community colleges and 23 CSU campuses were
similarly recognized for their demonstrative growth in ADT production and acceptance. The event also included a new award for Excellence in Innovation. Only one was presented. It went to a college that
awarded 418 ADT’s in 2016-17. The award for Excellence in Innovation honors the early innovative strategies implemented at Cuesta College, to ensure the associate
degree for transfer stands as the preferred
pathway for students. Vice President of Student
Services, Dr. Mark Sanchez and I, were incredibly pleased
to receive the award on behalf of Cuesta College. And today, I want to
recognize the college leaders who held the vision for student transfer and set the stage for a
awarding more than 1100 ADT’s between 2014 and 2017. So please come forward, Team ADT. Cherie Moore, Blake Reed, Thea Labrenz, Monica Mercer, Peppe Rose and Alex Kahane. (audience applauding and cheering) So this is, I’ll tell
you, the award itself is a little bit of a let down
after the huge recognition. (laughs)
Has a cartoon graduate on it. But I do wanna say thank you,
thank you for your vision, for your inspiration and your persistence, that set Cuesta College apart as an ADT awarding institution. (applauding) We have also had action by our
Board of Trustees recently, to honor two emeritus
leaders of Cuesta College. To honor the 50 plus year legacy of Dr. Gilbert H. Stork,
upon his retirement as Superintendent President, by placing his name on the gymnasium, the district recognizes
the depth and breadth of the work of Dr. Gilbert H. Stork and his unique contributions,
supporting student success. Which began in the athletic department and which the Board of Trustees outlined in their resolution
approved on June 6, 2018. So, Dr. Stork, I’ve
already conferred with him and it’s okay if we call
it the Stork Gymnasium and not use the whole name every time. (laughs) But we’re glad that
you’re here with us today as we celebrate that your
name is up on the building. (audience applauds) And on December 5th, 2018,
the board of Trustees took unanimous action to honor the legacy of Dr. Frank Martinez as
a founding administrator and President Superintendent
Emeritus of Cuesta College, by placing his name on the
instructional building. The district recognizes
the role of Dr. Martinez as the first Assistance Superintendent of Educational Services from 1964 to 1977. In drafting the original
educational master plan for Cuesta College, the
hiring of the original faculty and his leadership from 1977 until 1988, as President Superintendent. During which time, the permanent campus and educational programs blossomed. So, this spring we will be
adding Dr. Frank R. Martinez to the instructional building title. (audience applauds) Dr. Martinez just
celebrated his 97th birthday and he’s still at rotary every week. All right, now it’s our
opportunity to share milestones. So, I know we had a busy
fall and some of you no doubt had an event-filled winter break. Is there any news that’s worth sharing? We’ve got some microphones. – [Man] I’m getting paid extra for this. (audience laughs) Not really. – [Woman] New granddaughter! (audience laughs) – [Man] Okay yes, we
have a new granddaughter. (audience cheering) – [Woman] Oh, here, can
you pass this to him? – Thank you, so my name’s Wes Martin for those that don’t know me, and my wife and I had our
first child on December 6th. (audience erupts with cheers) – [Woman] That’s worth celebrating. – And a future cougar, I should add. (audience laughs) – Tony Victor Cabonara, Chair of Languages and Divisions Communications. Languages and Communications Division, we will now have a
student newspaper again. We were able to hire a great
instructor for the program, lead instructor for journalism. (audience applauding) – Our sign language
interpreter Julia Thompson is about to make me a great-great aunt. (audience laughs) – Come on Jeff, (laughs) no pressure. – No pressure but you hand me the mic. Jeff Alexander, Director of Outreach and ’bout two months, I’ll be
expecting my first child, so. (audience applauds) – Figure this is a good time
to make announcements too. Neil Higgins has received a mini grant to start a student entrepreneurship center on this campus and he
is working towards that. So if anybody would like to work with him, he’s standing right back here. Send him an email,
[email protected], yes, thank you. (audience applauding) – Hello everyone, Nanette Pina, if you don’t know who I am already. I actually got married on November 12th. (audience applauding) – All right, congratulations
and thank you all for sharing the great news. It’s nice to know that
we’re building our class, of what, 2030 already, it’s fantastic. Okay, now is the part that I have looking forward
to for quite a while. I love opening day, I love the
opportunity to come together and today, we are really going to focus on what is important. And I had a few people ask and
they said one, what is one? And I was so glad to have the question. And we’re gonna invest our afternoon, we have lots of presenters
who are gonna be involved and we are going to talk
about all of the things that are happening at Cuesta College. To change the completion
outcome for our students. And when we look at completion, there is data all over the place. And unfortunately, none of it looks good. And we’re gonna start by
looking at our national numbers. And I know you can’t read the numbers that are on the screen,
but this is national data from the National Center
of Education Statistics. And a recent report that
they released called the Catch 22 of College Graduation Rates. I don’t even like the title. But at our public two year institutions, in the United States in two
years, just under 13% complete. Really makes the term that’s
even used in the research, calling us two year institutions, doesn’t appear to fit very well. In three years that number is at 22.5% and at four years that number is at 28%. We tend to look at a six
years completion rate as the measure, and the national number, and this is from the National
Student Clearing House Research Center, nationally 37.53% of our community college
students complete in six years. California has been focused,
at least for the last decade, really on starting to move the needle and get completion to look different. In California, we’re at 48.2% and this is according
to the 2018 score card. What is in this data, that may or may not be
included in the national data, is our chancellor’s office
approved certificates. So, included in this is not only the degrees that were awarded, but also the chancellor’s
office approved certificates. So what it means is that when a student walks through the door of a California community college, the expected outcome is not completion. This is a number that is
really troubling for me. This is Cuesta College’s
number, and it’s better. It is better, there’s
.2% better than even odds that a student will complete in six years if they attend Cuesta College. But if we look at our
data over five years, and that looks like great change, but actually the highest number is 52 and the lowest number is 48. So over five years, it
just bounces a little bit, in terms of the completion
rate at Cuesta College. When I think about the dreams that our students walk
through the door with, I don’t want them to know
what these numbers are. Neither does Chancellor Oakley, and so he set about a
plan for changing that. And while there are a lot of things that cause me lot of heartburn and inability to sleep at night, there are things in his Vision for Success that I really appreciate. And part of that is some small steps to unwinding some of the process and bureaucracy that we have. And we’ve seen that around
curriculum and I applaud that. From that Vision for Success, this is the handy map the
chancellor’s office provides to just lay it out and
make it clear for us, but what it tells us, really, is the why. Why the chancellor created The Vision and here is says, it’s about our students and it’s about our communities. But if you look at what
they’re trying to achieve, it’s about changing that metric of success and completion and what
does that look like? And the how is through Guided Pathways and it lists the four pillars there, and we’re gonna explore there today. What’s really interesting
here is the list of tools and this is the big list on the end. And some of those things were in place before Chancellor Oakley
was Chancellor Oakley. And that includes, regional
support strategies, investments in staff and faculty, the Strong Workforce Funding. But there are many, many things in there that really have come about
since he has been in office. What’s probably nearly
impossible to see there, is how many of those items
have legislation tied to them. One of the ways that
Chancellor Oakley is ensuring that his Vision for
Success comes to fruition, is through legislation,
what does that look like? Well, this is in 2018, the
legislation that touches on Academic Affairs and
Finance and Facilities and just the general
counsel, our student services were hit pretty heavily. Workforce area, and all of those things change how we operate, how we do our work. And much more quickly can
the legislation pass bills to change how we work then
we can respond to them. But we are expected to respond, and we’re doing great work
at Cuesta College to respond. But we still have room
for additional adjustment. And as I’ve thought about this, what I do really appreciate
is the very focused intent to change the outcome for our students. I believe you would all
stand with me in saying we don’t want our students to
know they have a 50/50 chance of completing in six years, and we think that we can
change that for them. But when we think about
how do we get there it often feels overwhelming. And I just wanna share with
you something that I heard and it was way back, it was
at the first Equity Summit and I can’t remember
if it was 2014 or 2015 and I can’t find my notes. But Dr. Francisco Rodriguez
who’s the Chancellor of the L.A, community college
district was speaking, he was a keynote at that event. And he said what we have
to do is we have to change and stop talking about our
students level of preparedness and saying our students are
not prepared for college and saying they’re under prepared and he said what we have to do is become a student-prepared college. And that resonated with me, and I have spent tremendous amount of time thinking about that and
thinking about the real value in thinking through that lens. And it’s this, we have no
influence on who our students are. There’s very little we can do to change what their K-12 pathway looks like. We can’t change their home situation, but we can change and we are changing in very significant ways, how prepared we are to help them address the challenges that they bring when they walk through our door. So with that, we are going to
start with a panel on AB705, which has brought very
significant change already to Cuesta College. So our VP of Academic Affairs, Dr. Deb Wulff is gonna be joined by the Division Chair
of English, Steve Leone, Division Chair of
Mathematics, Denise Chellsen, the Director of Assessment
and Triple SP, Erin Lastreto, and the Division Chair of
Student Services, Glenda Moscoso to walk us through AB705. (audience applauding) – Did we lose Steve? Oh he’s coming, oh there
you are Steve, sorry. You’ll see you can’t see
anything up here, so. First off, I wanna tell you Dr. Sterns already introduced
our illustrious panel. But what I do want to tell you, and we need to recognize
research, Ryan and Amy, and we need to recognize
the English faculty, the math faculty and counseling about the hundreds of hours this group and those individuals have
put in to implement AB705. So, we’re very thankful. Since fall, we’ve really
done a lot of work. You guys have done a lot of work and you’re gonna see the
results of that today. So, AB705. Might help if I. AB75, okay, so, this is a bill that was signed by Governor Brown in 2017. It was effective in 2018 and it is mandatory
implementation in fall of 2019. Cuesta is already doing a soft
implementation this semester, so that’s pretty amazing. The bill requires the district or college to maximize the probability
that a student will enter and complete transfer level course work, in English and math within
a one year time frame. College level, within
a one year time frame and you’ll hear in the next presentation, but this is the success is
tied to our new funding formula and the responsibility of Cuesta to get our students through that. And then for the placement of students in English, math courses, they use one of more of the following, high school coursework, high school grades and/or high school grade point average. We use all three of those measures for the students as we move forward. What I want to do is to kind
of give you some background, so the legislature, they want to ensure that students are not
placed into remedial courses that delay or deter
their education progress. And you can see it with
what Dr. Sterns put up on the screen before, you can see how little
success we really have. The second thing is that, you know, when our previous
mechanisms that we’ve had, there has been a high, high level of students of color being
placed in remedial courses. And then other evidence
that Chancellor Oakley was really using, is that there
was evidence that suggested that too many community college students were put in remedial. Now from our own data, we can see that Cuesta has not had a lot of
success rate or through put, when you start students three levels, two levels and one level below. So with that I wanna talk a
little bit about compliance, our high school performance data must be primary placement
component, we are doing that. Students can only be
assigned to remediation if they’re highly unlikely to succeed at the transfer level course. And we must optimize
the students probability of completing that transfer level English, math, with one year. And students have a right to access transfer level coursework. In other words, every student has a right to go into college level
course, that’s the big thing. So, being up in Sacramento last week and the Board of Governors met. And they have just proposed working with a Statewide Academic Senate, with a CIO group and with others. But there is some really
strong new title five language, so what Erin is going to demonstrate of what we’re doing with Komevo, it is only a draft and most
likely there will be changes, what is being proposed by
the Board of Governors, because the title five
language is much stricter than what the Statewide Academic
Senate wanted in the CIO’s. So with that, Erin. You wanna go on this or that? – Good afternoon. So one important thing
that we heard from Deb was that high school performance data needs to be the number one, or the primary placement
component for students. So what does this new process
look like for students, in terms of placement? In the past, we would have
students apply to Cuesta and then we’d be directing
them to do an assessment test, a standardized assessment test. And under AB705, that’s
no longer permitted. So student services has been working with our math
and English divisions and we’ve been looking at a new way in which we could place students. And one thing that fit really was through our online orientation, so our online orientation is already a required
matriculation step for students. It’s one of the things
students need to complete for the Promise Scholarship. It’s also something that students need to earn priority registration. And so we were able to incorporate kind of the new AB705 compliance rules into our online orientation. And then it falls into the
overall matriculation process, where students will have an opportunity to go to an in-person orientation, where they can have face to
face academic counseling, with our academic councilors. So, right now, our fall
application is already live, so we’re already kind of working in this process of compliance. So our goal is that our online
orientation will be ready in March and then our in-person
orientations begin in May. But what I want to show you today, is a preview of what we’ve done. The program is called Komevo, it’s the one we’ve already been using for our online orientation, but I’m gonna show you what
it looks like for students, what the student experience will be. So, students log into
the My Cuesta account and from there they can
access the online orientation. So when they go in, they see a welcome to Cuesta College page and then I’m gonna take you through two different student
profiles on the math side, to show you what the
experience could look like, depending on the information
that we get from the students. So, our first student we’re gonna look at is one that is interested in STEM. So, again, as we were
mentioning with AB705, we must be using high school
performance information to place students. And so what it looks at, is when the student
graduated from high school, what was the highest math
class that the student took? What grade they received in that class and what was their overall high
school grade point average? So, for the sake of this example, we’re using a student
that’s graduated high school within the past 10 years, who completed pre-calculus, had an A in that class with
a 3.7 grade point average. So we’re looking at a student
with a strong math background to show you what that would look like. So, it takes that information and off of the studies
that the RP Group did, there’s default placement rules. And so that’s what’s working behind the scenes with all of this, is these kind of placement matricis. So based off of the student
placement information, it gives them a whole array of courses that they now qualify for. And again, with AB705
we must tell students all of the transfer level course works that they have access to. But since this particular student has a strong math background, you’ll notice that they
are actually cleared up and through calculus. One thing we did also, was that we included course descriptions, so the students could hover and look over the different
course descriptions, to get a better idea of
what those were about. And then from there, you’ll notice the
student had nine classes, so which one do they take? How do they know what they’re
supposed to be taking? And this is where we’re
gonna start look at, okay, well, what are you
interested in studying? What is your area of focus? And as we go further into
Guided Pathways implementation, we see this developing
into our meta-majors or this reflecting what
our meta-majors are. But right now we’re in the process where we have to be ready for fall. So we started looking at what
math placements were needed and kind of developing the
areas of focus around those. So again, in this example, we have a student interested in STEM. And because of that, it’s telling you, okay, go ahead, for you we
would recommend calculus. And again, there’s some information here about depending on your math preparation or the amount of time that’s passed, you may wanna consider a refresher course. And then always on these pages, we indicate that it’s a good idea to confirm with a councilor. And again, this is part of
that matriculation process where students will be going
to an in-person orientation where they can get more of
that face-to-face counseling. And then all students would be given our math resources page. So it talks about the
students success center, review resources, links to DSPS, reminder about faculty office
hours and library reserves. Okay, and then, just so
we can see another example what it would look like for
a different student profile, we are gonna use a
student who’s interested in Social and Behavioral Sciences. So again, we ask them about
their high school performance and in this case, it’s
been more than 10 years since the student has
graduated from high school. But they completed through algebra two, got a C and have a 2.4
grade point average. So for this student, we’re talking more
about a reentry student, but again, all students have rights to transfer level course work. So you’ll notice that
calculus isn’t on here but it does list all of
the transfer course work that they’re eligible to take. Because the student was in a lower grade point average bracket, there’s also a note on there about students being welcome to enroll in any of our pre-transfer
level courses as well, so we can tell them about those options. And then again, we clarify, you still had seven courses
you could pick from, so what are you interested in studying? What would be the best choice for you? And in this example, it’s
Social and Behavioral Sciences or Human Studies, and so for this student, the recommendation
would be that they start with introduction to statistics. And again, because of the information that the student had provided, the students also being
recommended additional support while they’re taking that match class. So, we have math 147S,
you’ll see on there as well. Which is a statistics with support course, we’re letting them know about that. Again, a reminder that they can
always meet with a councilor to get additional information and that we have additional
preparatory courses, if the student is interested. So because of what they had indicated, we are gonna ask the student, are you interested in taking
a preparatory math course? And so for the sake of this
example, we’re gonna say yes. Based off of their area of focus, even this preparatory math
course is kind of customized. So, because it was Social
and Behavioral Sciences, they’re being geared towards
math 128 versus math 127 had they been more on the STEM side. So even this here is, we’ve
built in the messaging, depending on what the student had said they were interested in studying. And then again, it goes
into the support services. So those are just two different examples of student profiles and how
we’ve kind of customized the messaging for the students. – Right, and I wanna make sure that English will be part of this. We just used the example of math today, and now Steve, you’re
gonna give an update. Erin, would you give him the clicker? And then you can give an update of what’s happening in English. – Hey everybody. You really can’t see anything
up here, by the way, so. (audience laughs) So let’s talk about English. I’ve been asked a number of times, how are you gonna respond to AB705? And there are some people
a little panicked about it, but I wanted to give you a little context. We’ve been working on
this for quite a while. So, first of all, we had a
problem back in 2012, 2013. Where 11% of our students who were taking two levels below transfer level, well, would pass English 201A in three years, that’s terrible. So we had to respond to it,
and so, well before AB705 we came up with a few solutions, we’d been working on them over the years. And one is we sent some faculty to California Acceleration Project. Been working on acceleration efforts including a Zoom First Year Experience, started up in North County. Then, we implemented that in fall 2016. Oh, this is out of order,
let me put it back. And then we had Zoom counseling support, academic support coaches, all starting in fall 2016. Embedded tutoring, and
then we’ve been making some major improvements
to the writing center and that’s partly why I’m
gonna pitch to all of you to get all of your students
to our writing center to help with our student
success in English. And then of course we
moved to MMAP Placement, and we implemented that this past spring, and that’s of course when we began to work on our efforts
to respond to AB705. We also created an accelerated
course, English 180. Which allows students
who were formerly placed into English 99, two levels below, to take this accelerated course so that they only take one
semester to get into 201A. And then, on October 13th, 2017, AB705 was signed into law. And so we began some other efforts. We needed to make sure that all students who come here from high school are able to pass transfer
level English within one year, and so we accelerated our efforts. One of the first things we did was work on a co-requisite course. Wasn’t called that at first, but it now is a co-requisite course that we’re gonna pair up
with a number of our 201A’s and it is an additional one unit. One hour essentially, a week, to offer additional instruction
and research methods, critical reading skills,
competition skills. It’s not a lab, it’s essentially additional instruction
provided by our faculty. And we are recommending this for students with an overall high
school GPA of 1.9 to 2.6. We’re pairing them up as I
mentioned, with some 201A’s and we’re starting that this fall. English 180, we’re gonna be recommending, which is that accelerated
course I just talked about, for students with an overall
high school GPA below 1.9. And then we’re working on improving our guided self placement, and I have one particular
question we’re adding to the mix, because as you’ve heard from Dr. Wulff, it has to be based on their
high school experiences. Well, you may know, some of you who has, either children in the area or familiar with English
instruction in our county. There are three different
English course options that high school students
have to choose from. There’s AP English, there’s the ERWC class which focus on writing or reading. Both of those courses
really prepare students for transfer level composition classes. And then there’s other
senior year English courses that don’t really focus so much on critical reading skills development or critical writing skill development. And we think that that
might be an indicator that we cold recommend,
or at least suggest a couple of other options for them. So for those students who took the ERWC class or the AP, of
course we’re recommending 201A. All students, just to be clear,
are eligible to take 201A, but we also know that a
number of our students will not be prepared to
succeed in English 201A. And that’s where we bring
in two other options, as I mentioned before,
a co-requisite course, and then finally, our English 180. And that’s it for me. (audience applauding) – So, thank you Steve, Denise
is gonna give us an update, and again, some of the language you see, is probably gonna be softened. Than from what’s in the
new title five regs, that are gonna be approved. So Denise, will you give us a. You have your speaker works
right there in the clicker. Oh, you don’t need the clicker. Just taught, oh! (laughs) – Wow, I feel like I’m
on a talk show and, okay. (laughs) I guess we kinda are. When we got news of this
sweeping legislature for math, it was a complex problem. We have 17 math classes and it now means that
seven of our math classes are first tier transfer level. So students can have access
to seven different classes, so guiding them, this has been a huge task to do kind of a soft
opening, like restaurants. This spring, we’ve done it and anyway. It has taken a cross campus effort working with the student services. Our administration,
institutional research, the student success center. You know, math department
has been running all over working with all these people, and I have to say, super impressed, that we have to do this under fire. Every entity has just
been so helpful with input and has just jumped in. And I was at a Statewide Senate Workshop on AB705 and people were talking about all the issues at their school. A lot of anger, a lot of issues and I’m like wow, we have a
really functioning campus. A really high functioning campus, ’cause I just felt like
everyone’s in it and doing it. So anyway, I just wanted to share that because that perspective. But, what we are doing,
we found from our data that the biggest increase
for those were in the ADT’s, know that statistics is required for the overwhelming majority of ADT’s. So statistics is been shown
through Ryan’s office, is we already have seen a
significant increase for spring. It’s just gonna really,
really take off and demand. So, with that in mind, we have been working with a success center whose been fantastic in
trying to up the support for students and they are
working together with us to create a statistics lab, which is being piloted this year and will be increased
in offerings and hours and finding space. Which is of course, kind of a group effort across campus too to make that happen. So in addition to the statistics lab that you can recommend to your students, or students you see on campus
who are talking about ahh, you know, and struggling in stats. We are like, English
offering a support course for the statistics, which
is gonna be the 147S. A one unit, pre-transfer
level statistics support, which would be, would have a parent course that it would be offered
in conjunction with, and that would be for fall. And the other things that’s
coincided really nicely is that our statistics has been going through a big paradigm shift, in line with the American
Statistical Association, which emphasis more interpreting data and then lessening the
amount of calculations. So this is really coinciding really well, and it really fits to maybe incorporate a project and such, too. Now, if you’re in a department where you offer classes
that have math sub-skills, I’m gonna share with you some things that math is currently doing. Some of these are new, some
we’ve already been doing, some of these you might already be doing. Maybe you’d want to add some
of them in your division, and we are absolutely,
completely open to input. Anything that’s working, send it our way, ’cause we wanna help our students. So, and beta tutors, we’ve
already been using those. We’ll probably the usage of those. Just in time review, we are
incorporating into our courses, studies show that the review
done in a timely fashion as you need it, is far superior
to front loaded review. And so we’re working on that
as individual instructors, but then we have folks who are working on creating a canvas course shell, where they would create
that just in time review that would coincide with
that particular course. Gonna be video, worksheets,
practice quizzes and then what could happen, is if someone’s using Canvas, they can like, make the
little modules show up, or if we could hire like
a new adjunct faculty who’s not ready to use
Canvas yet or something, we can give them the URL to
share with their students. So, for like college algebra, you know, here’s all these little intermediate and elementary algebra skills you need at these certain points. The student can then self
enroll in that shell. So, that’s something that
can be done with any course. Also, person-to-person workshops and we have definitely
increased the time we are spent dialoguing with each other
about pedagogy in our meetings, and we do a pre-semester retreat. And then the other thing,
and I’ll give this plug, being part of that Equity and
Student Success Committee, as well as we’re doing
in the math department, is early intervention
with struggling students. We’ll continue to dialogue about that in the first few weeks of class. Making sure there’s one-on-one, and I can see we’re getting like the– – Well…
(laughs) I just wanna tell you, Shannon, nobody can see you down there. You’re hidden by the things. – Cut.
(laughs) – I’m sorry–
– It’s the Academy Awards. You know, anyway, I had more things, but if anyone wants to dialogue we could use ideas, thanks, great. (laughs) I just wanna make sure that
everybody recognizes also, Steve can you click it for us, recognizes what Computer
Services and Facilities did to get the two new classrooms setup for more students going into statistics, and then the lab. And then especially Qway and Sebone, of what we’re doing with
the Student Success Center. So but now, next is counseling. – Hello everybody. (speaks
in foreign language) So, counseling is, as we
are implementing AB705, we are having conversations
in our counseling meetings on how we we’re gonna support students. So we are communicating
to students about AB705 and also intentionally
advising the students on their choices. We want them to be
successful and you know, one of the things that we do, is really looking at
the student as a whole and making sure that we are advising so that they can make the
right choices for them. Having said that, you know, we’re in regular communication
with English and math, to implement best
practices for our students. So Denise came to our student
services meeting last fall and we had also Steve come in as we’re having those
conversations constantly. And collaborating with each other to make sure that our students
are gonna be successful as we transition them into AB705. Also, we are having
discussion individually with the students, and
making recommendations that are in the student’s best interest. Just to give you an example for a student that is a non STEM major. We are recommending math 230. We know if the student success rate for that class is really high. So, if you are interested
in checking them out, I invite you to look at
their research website. Counseling, we’re looking at
the success rates in math. So for example, check me out, the success rate for
the math 230 is 89.94%, so it’s really, really high. So, you know, that really
helps the students, because sometimes they are fearful. And we’re having these
conversations with them. You know, sometimes takes them a while to make the right choice,
for them to feel comfortable or making that choice. But when you show them numbers,
it kind of ease their fears, knowing that with the support
they’re gonna successful in that class. So, having said that, with
their fears, you know, we are referring them to the bookstore to check out the books, so they can see the material
that they’re gonna be taking before they actually enroll in the class. We are also encouraging
to look at their resources that we have in our SSMEM website, using Khan Academy and other resources to kind of brush of their skills before they go into the transferable math. So those are some of the
things that we’re doing, and really we are really taking extra time to address their thoughts and beliefs regarding their skillset,
especially with math. A lot of the students have a little fear, so really addressing that with the student and their prior academic experience in both English and math. So again, supporting the student
to the best of our ability and making them aware of the resources that are available to them. – All right, thank you Glenda. So, I know that we’re–
(audience applauding) Yeah, can you click it for me, Steve? So, we didn’t get to a couple
questions that we wanted to. But I think as you,
going in and talking to any of these four individuals. And Erin, thank you for Komevo, the work that you’ve done with
that is pretty phenomenal. But I think one of the questions that we really need to
ask as an institution, is how can we better
support these students? And I think these four individuals might have some really
good ideas about that, and then the next one that I think you should ask any of
these four individuals as they’re walking around today, is, what’s the impact on all of you? Because there is gonna be an impact on all of us as a college. So, thank you, AB705, yay! (laughs) (audience applauding) Nice, nice job, thank
you, very nice, thank you. – Thank you very much to
our AB705 panel, excellent! Incredible work has been done to make that we are prepared to be in alignment with
the new requirements there. Next on tap, we have our Vice President of Administrative Services, Dan Troy, talking about the
Student-Centered Funding Formula. (audience applauds) – You’re really gonna earn
that barbecue, aren’t ya? So, that’s great, that’s right. So, with me as well, is Dean Jason Curtis, he’s gonna help us go through this very important funding formula. There’s one yay for
Jason, that’s really good. (audience laughs)
– Better than none. – I think I may have won
that poll, I don’t know. I’m very happy about that. Okay, so, we’re here to
tell you a little bit about the Student-Centered
Funding Formula. Now, you might remember
on the fall opening day, I did a very brief overview
of it and in that time, a lot more information has come out from the Chancellor’s Office
and from the state about that. So, we thought it was
worth our while today to take a little bit of
time to go through it today. Funding is very key component of college and how this formula works will determine how we’re funded in the future. So, learning to understand that formula and see what we can do to adapt to it and improve the college’s prospects over time is very important. So we’re hoping that we
can expand the knowledge of that through our community today. So this is a great opportunity to do that on opening day. So, as a reminder, this is really just for
nostalgia purposes, right? Going way, way back to
the past, last year, here’s how the funding formula worked. It was pretty simple, right? It was essentially an FTES model, the more students you got,
the more funding you got. So as you can see, these are
the last years rates rounded. For credit instruction we
got about $5300 per student. For non-credit it was a little bit less, about 60%, right about 3200. You also get a certain amount of funding for being a college of a certain size, that is a number of FTES. And also having a state approved center as we do in Paso. That stays the same in the formula, but that’s pretty simple, right? That’s how the formula
worked in the olden days, as we’ll say. And in the biz we call
this a growth model. So, you earn more funds,
by earning more FTES. Derisively that would be
called a butts and seats model. You’ve probably heard that. Is there a rationale to
change how we’re funded? You know, I think why a lot of people don’t like the idea of a
performance funding model, it is something that has
been gaining some currency across the country. I know Tennessee, Washington
State, some other states, have been experimenting with this. It does dovetail with Chancellor Oakley’s Vision for Success, so there
is some rationale there. Another concept too, is that
it’s hard to gain revenue over time in a growth
model, if nobody is growing. And that’s where we are as a state, in terms of our college enrollment. So, high school graduate, not enough of you have had children, I mean this is the problem. (audience laughs) High school graduating rates, not rates, but the number of high school graduates statewide have shrunk. So the births, the incoming
immigration to the state, has been decreasing over time. And that’s obviously affecting the typical college going population. The other thing is
community colleges of course have a non typical
college population, right? People wanna be retrained
in the workforce, those 35, 40 year olds are looking to expand the career opportunities, or maybe they need a new job, need to be retrained, they come in. Well when the unemployment rate is so low, we have a lot fewer students like that coming into the system. So, you know, maybe one positive role, that’s at least on a statewide basis, is that if you change the
incentives for how you can grow, you have some more options, right? If growth is your path, that’s a tough one for a
lot of colleges right now. So generally speaking, how
does the new formula work? So again, we’re going from
a very simple formula, more FTES equals more funding, to one that has three major components. So, the first component will
be called Base Allocation, that’s essentially FTES. We’ll go into a little more
detail in that coming up. The second is what’s called
the Supplemental Allocation, and essentially that’s a reflection of the disadvantaged
population that you serve. So the state is definitely
putting its thumb on the scale, saying that if you have
a higher proportion of low income or disadvantaged students, they think that you should get more money to serve those students. And of course the third component of it, would be the Student Success Allocation, we’ll walk through a little bit of those factors coming up. But essentially, more
completions, transfers, et cetera, you have, you’re
gonna get more funding the better you do on those components. Another major change is that, how the FTES is calculated. So, in the old formula, you would be funded based
on your current year FTES, or what you earned in the prior year. So, the greater of the two, if you earned more FTES
in the current year, you would report that
and you’d get funded. You’d get a certain level of funding for each of those students. If you earned more
students the prior year, you can report that and
get funded by those rates. So the greater of your
current or prior year FTES. In the new model, that’s all changed. It’s based on a three
year calculation, okay? So, if you’re a growing district, you’re gonna be tempered a little bit and the funding you get, that’s gonna lag a little bit, right? ‘Cause the state is saying
there’s a priority in their view, in terms of funding success
and the Supplemental Allocation rather than just growth. But that also has big implications for us, a district that’s not growing much. Because we used to do this
thing called summer shift. How many people know what summer shift is? Jason does, I was hoping
he knew, that would be. So, real briefly. The state allows you to
report your summers in, you know, a summer crosses
the fiscal years, right? The state allows you to choose which year you want to report them in. What we’ve been doing traditionally and a lot of other district do too, is we take advantage of that and we report two summers in one year. That allows us to report
a number way up here, the next year we report no summers, right? So our number comes way down, but we get funded on the greater of the current or prior, right? So we’re always funded by that higher number, ingenious right? Well guess what, now we
have a three year average. So, we always have at least one bad year in that three year average, right? That means that we’re
not gonna get funded, we’re not gonna be able to
report FTES at a high level as we have in the past. And we’ll get into more
detail on this too. The state is providing
a three year transition to the new formula. So, if you do better in the new formula, than you did in the old one, you’ll be funded by the new
formula and if you do worse, you have three years to
phase into that formula. So we’ll talk a little bit
more about that coming up. So now I’m gonna turn it over to Jason. You want the clicker? – Yeah, please. So, this is the graphical version of that three year transition for those of you who are visual learners. I apologize for the very tiny legends below those pie graphs,
you can ignore those because there’s a large legend
at the bottom of the slide. So, the first one, the
one on the left, is, it says before 1819, that’s the old model to which Dan was referring. You can see that it’s all blue, because blue corresponds to funding derived strictly from enrollment. This year, we’re in the middle
of those pie charts, 2018-19 and we’re being funded. 70% of our funding comes from
that enrollment calculation. And we’ll still talk more
about that in the next slide. 20% of it comes from
that supplemental data, that our service to
disadvantaged students. And this year, 10% comes from
the student success factors. Now, over time, the
Governor and the legislature would like to scale up the emphasis on those student success factors. And so, the plan was originally
to go from 702010 this year to 652015 next year, and
then 602020 in the final year of the transition, 2021 and beyond. I’m gonna leave it for Dan to comment on why that may or may not happen and why 2019, 2020 may look
exactly like this year. So that’s what that transition looks like, we’re gonna break down each of those different pieces of the pie here, over the next couple slides. So, here’s how the FTES calculation works. These are the amounts we get paid for one FTES, one full-time
equivalent student in each of those categories. And what I’ll say is, the only
ones that’s really changed is that first one, the credit calculation. In the past the credit
calculation would have been equal to CDCP and special admits, it would’ve also been 5457, but now we’re only getting 70% of what we used to get
for an actual credit FTES. All the other numbers are the same. So what we really have is a shortfall for each of those full-time
equivalent students, and how do we make that shortfall up? Well we make it up in
those other two categories, either in the supplemental data, or the student success factors, Dan. – Okay, so here’s the
supplemental allocation, so again this is the allocation that’s supposed to go toward
rewarding the districts that have a higher proportion of what we call disadvantaged students, I suppose would be the casual term. And there you can see the categories that matter for funding. It’s Pell Grant recipients,
the Promise Grant recipients and AB-540 students as well. So this factor, this is the one that doesn’t phase in over time. It’s 20% throughout the model
and that begins this year. And I’ll turn it back to Jason. – So, real quickly, I
mean one of the things about this calculation is you
might think or might realize. It might feel to you there is
not much we can do about this. You know, our students coming from, largely San Luis Obispo County, there are students, they’re
Pell eligible or they’re not. They’re California Promise
Grant eligible or they’re not. I should emphasize at this point, this is not our promise, this
is not the Cuesta Promise, this is the California Promise, which was formerly the Board
of Governors Fee Waiver. So don’t let those two things confuse you. There’s a couple ways the
promise term gets used. So, for us, it actually did change. So from 16-17 to 17-18, we
have a hundred a eighty more Promise Grant students than we had before. We have 290 more Pell
students than we have before, so this is a number we can affect, potentially as we go forward. And we’ll talk about that towards the end. – [Dan] This slide talks about the Student Success Allocation
for the new funding formula. As we mentioned earlier
in the presentation, this prevision will ultimately represent 20% of the funding. But for this year it
represents 10% of the funding, so that will phase in over time. Here you can see the most crucial Student Success Allocation measures that the state will be funding us on. Those items or associates
degrees for transfers granted. Associate degree granted,
excluding the ADT’s. Baccalaureate degrees
granted for those colleges that are participating in
the baccalaureate pilot, Cuesta is not. Credit certificates of
16 units or more granted. Completion of transfer level
mathematics and English within the first academic
year of enrollment. Successful transfer to
a four year university, completion of nine or more units of career technical education and attainment of a regional living wage. As you can see in the first column going down with the funding,
the all students column, those are the funding amounts that we would see for each of those, for each unit that we can
score, for those categories. As you can see the associates
degree for transfer is the highest funding level. And completion of nine or more CTE units and attainment of a regional living wage. They generate the lowest scores
on that, in that allocation. In the following columns, we see that there are actually what we’d call premium dollars for students that also
tick these other boxes. So if you’d look at the top row, the associate degrees for transfer. If a student receives an ADT, we’ll be awarded the
1760 for that success. If that student was a Pell Grant student, we’ll get an additional
$666 on top of the 1760, and further if they’re a Promise student. So that’s a student that
has a state fee waiver, we’ll get an additional
$444 on top of that. So, the better our college performs with students that are low income, is measured by a receipt of a
Promise Grant or a Pell award, our funding will improve even
more through those measures. This slide shows how the
formula will transition over a four year period. As you see in the current year, districts that are winners
in the SCFF calculation, will be funded by that
calculation this year. That’s number one up at the top. If a district does worse
in the calculation, then their funding for this year will be the amount of revenue
they received in 2017-18, as adjusted by COLA. So, that’s where we are and you can see that
clearly in number five. So the level of attainment
we received in 2017-18, we’re receiving this
year, would be 2.71% COLA, that was funded this year
in state, on top of that. And that’s how the transition will rollout for three years for the state. So, in 2019 it’ll be the same situation, either you’ll, if you
do better in the formula than you do by the 2017-18 revenue, you’ll be funded through
this SCFF calculation. If you’re doing worse in the calculation than you would’ve under the old formula, you’ll receive again your
17-18 level of funding, as adjusted by the COLAs
for 2018-19 and 2019-20. So those COLAs will be
added over the time. So that transition goes for three years, so for 18-19, 19-20 and 20-21, if you do worse than the SCFF calculation than you do by your 17-18 funding, as compounded by those
COLAs over those years, you’ll be funded by the latter. In 2021-22 however,
that transition is over. The intent of the state at that point is to fund you purely
through the SCFF calculation. So the minimum funding that
we would receive in 2021-22 is either the straight calculation, as we perform in the SCFF metrics. Or there will be a, what we’d call, I think a hold harmless calculation that would have us get the same revenue that we did the year
before, so in 2020-21. Now that would not be adjusted by a COLA, so obviously having flat
funding year over year, is not beneficial to the district as other costs increase over time, including compensation and contracts, and all kids of other costs that we expect to go up year over year, so in 2021-22, the district
really has to be prepared to do as best we can on
the SCFF calculation. District concerns with the
calculation are pretty clear, by calculating our FTES
as a three year average, that limits the benefit
of summer shifting, which we do right now. If you don’t know what summer shifting is, current law allows us to choose which year we want to report
the bulk of our summer FTES. So what we do, and many
other districts do, is we can effectively report the leading and trailing
summers in one fiscal year. So it’s as if we’re
counting two summer terms, in one year of FTES reporting. So, we’re funded for
that higher level of FTES and then the next year, we’re stabilized, because state law, right now, funds you at the greater of
your current or prior year FTES. So reporting two summers
in one year advantages the district funding. By shifting to a three
year average of FTES, you always have at least one down year in that calculation. So that is gonna limit the benefit of doing the summer shift. So that is a district concern,
that effectively our FTES that we’re reporting for
funding, for the state, will look lower than it does today under the current formula. So that is a concern. Since the Supplemental Grant Allocation essentially rewards students
for having a high proportion of low income and/or
disadvantaged students. And while Cuesta certainly serves a large and a growing population of students that meet that criteria, we are well below the state average, in terms of that population. So we are not going to do
as well in terms of funding in that calculation, as say, a
Central Valley college would. Who might upwards of 80
to 90% needy students, by this definition. We’re running at about roughly two thirds of the state average, in terms of that proportion
of that population. So again, that is a disadvantage to Cuesta in the new funding formula. We have found that since
the formula is new, it was rolled out very
quickly at the state level, that there in many cases
is a lack of clarity, in terms of how everything
is being measured. For a recent example,
the Chancellor’s Office offered a regional workshop to help districts implement a tool, that way we could help
project your funding over time through the new formula, and every district that
attended that workshop, learned something new about
how the calculation worked, that was a surprise to them. And part of that is because
the Chancellor’s office is still working out the
kinks, establishing guidelines for how these metrics are
going to be calculated. And things don’t always work as well or work the way that
you thought they would when the formula was first introduced to the state when the budget was passed. So the ground, to some extent,
is shifting under our feet as we try to roll this out and project, so that’s a significant
challenge for Cuesta College and all the other districts in the state. Projecting the formula going forward is much more complicated
than under the old formula. Under the old formula, we were primarily concerned
with our FTS counts, so the more that we grew our FTS, we would know that our funding would grow proportionally over time. We now have 28 or 29
metrics in the formula that we have to project over time. So that’s a significant
challenge for us in mapping out where we think our funding will be two, three, four, five
years down the line. So have a work group organized through the planning and budget committee that is going to be looking
at all of these metrics and coming up with recommendations for how we should move forward, in terms of projecting
those different elements of the FTES formula going forward. So this slide shows the difference between how Cuesta preforms
on some of these equity and success metrics
and what the average is statewide on these same metrics. And you can see that here, we’ve highlighted some
areas where we do less well than the state as a whole. So as mentioned in the previous slide, you could see that we’re below average in terms of our low income students, at least as measured by receipt of a Pell Grant or
California Promise Grant. We’re significantly under
the state average there, which means that we’ll be receiving less than average funding,
relative for our FTS over time, so that’s a concern for the district. On the living wage metric again, we’re a little bit below average there. Part of the complication with that metric is that the San Luis Obispo
area has a higher cost of living than many other areas of the state. So to some extent, we
have a higher bar to meet than many other districts
do throughout the state, so that’s a challenge for us. And again, we do seem to
underperform for students that are Pell recipients,
relative to the state. And as we mentioned earlier, there is a funding premium
for meeting success metrics for those students that
check multiple boxes. So if we have or able
to award an AA degree for a student that is also a Pell student, we get even more funding
than we would for a student that has an AA degree that
is not a Pell student. So it certainly would be
advantageous for the district to see if there are
issues that are related to our Pell students and Promise students that can be improved over
time so that those students would not only better
benefit from our instruction but that the state’s, rather
the district’s funding would also concurrently go up. So learning about the formula is only part of what we’re
trying to accomplish today, we’re also trying to communicate what are we doing to try
to best position ourselves to benefit from the
formula as much as we can? So some of the actions we’ve been taking as enhancing our advocacy
at the state level. So I have worked with
my colleagues at AKBO to advocate for consideration of a local cost of living adjustment. As mentioned before, the
formula benefits colleges that are in relatively low income areas. They’ll have more low income students that will trigger more funding for them. And that creates a disadvantage
for districts like Cuesta, that are in more affluent coastal regions. Yeah, we still have a lot
of the same challenges, in terms of trying to
hire qualified people to serve our students. So I think it’s only fitting that the state consider an adjustment for cost of living factor, so that colleges like Cuesta
have sufficient funding to meet the needs of their students. AB705 compliance is a concurrent, AB705 is a concurrent initiative that colleges are adjusting to and essentially what that means is that instead of a test for placement
into math and English, that more students are
gonna be directly placed into college level courses there, rather than below pre-college courses. So we are moving very
quickly to adjust to that, including building new stats labs, so students can get placed
immediately into those college level math courses. If we can increase the
success in those courses, that will have a beneficial
impact on our funding. So, we’re working very hard on that. Additionally we’re doing a review of our CTE Courses and Certificates, insuring the correct
Taxonomy of Program Coding. We wanna make sure that students
who are taking CTE courses. Again, that triggers funding
points in the formula. We wanna make that we’re getting all the funds that we earned there, and ensuring that those
programs are properly coded as CTE will help ensure
that we’re maximizing the funding that we’re earning. So that is something that
we’re working on right now. And of course financial aid outreach. We know that there’s a lot of people in our community who are low income, they’re Spanish speakers, probably eligible to receive Pell Grants and/or Promise Grants. We wanna make sure that
they’re fully aware of the benefits of our
Cuesta College education. So we’re taking more action to make sure that they’re aware of what we can do, of how to come to our
college and to enroll and receive the benefits that
education can provide to them. And obviously the better
that we can do that and be successful with those students, that will go hand in hand also with enhanced funding for the college. So, what next for Cuesta? Well, one thing we can do is start, look at alternate sources of revenue for the college that are
outside of the funding formula. International Student
Enrollment is one those areas where the college can, I
think, perform a lot better than we have in the past. To give you an example,
Santa Barbara City College, in a recent year, earned
$17,000,000 in nonresident fees. Cuesta College college earns annually about $800,000 in annual fees. So, we believe that there’s a lot of low hanging fruit in
that category for us, that will help enhance our funding outside of the SCFF formula. So if we’re able to bring in more students from other states and/or
international students that will provide a firmer base of funding for the college as a whole. And again, I think there’s
a lot of evidence there that we’re under performing in that area and we can improve on
that quickly, with effort. We do have funding approved
in our budget this year, to engage a consultant
to help us map out a plan for outreach and implementation of an initiative to bring in more international student enrollment. So, you’ll be hearing
more about that shortly. Other potential sources
of revenue could be leasing options for some of our property. We have a significant amount of property, particularly in North County, that is not in our programmatic plans over the foreseeable future. So, it would benefit the college to make productive use of that land, to bring in new revenue for the district. For example, in North County, there’s a 23 acre square of land on the opposite side of Buena Vista, that we believe would be a great fit for a long term memory care facility. So, not only would that provide leasing revenue for the districts or a firm that was willing to come in and develop that land as such a facility. But there will also be
significant programmatic benefits for our LVN Program, perhaps
for our nutrition programs, other programs as well for districts between the revenue and the
programmatic advantages. I think that’s a great
fit for Cuesta College. Automatic Degree Conferral, not every student that
attaints enough credits to be awarded degree, actually
applies for that degree, and obviously awarding that degree is a big factor in the funding formula. So what many colleges have done, is that they do a degree audit, to see if students that meet the criteria are automatically awarded those degrees. So that the student gets credit
for the work that they did and the college receives the
corresponding funding for that. So we’re taking a look at
implementing some of those changes and again, many other
colleges across the state have already done that. So that’s something that we’d like to do. And finally, Guided Pathways
is of course a major initiative throughout the community
colleges right now, and certainly Cuesta has
been doing a lot of work on this as well. So, hopefully this is of all of the piece, since the new formula
focuses strongly on success, on making sure that students
have clear pathways to success. The better than we can organize
our approach as a college around bringing students in, connecting them with the courses they need to meet their goals, the
better off the student will be, in terms of meeting their goals, and the better off the
college will be also, in terms of funding. So, we think that the Guided
Pathways goes hand-in-hand with the changes brought
upon us by the SCFF. – Let’s all stand up as we welcome our Guided Pathways panel and
give them a round of applause. They’re gonna be led by Dr. Mark Sanchez. (audience applauding) Brian Hem is Dean of Works. Humanities and Social
Sciences, Madeline Medeiros. Dean of Institutional
Research, Dr. Ryan Cartnal. Director of Outreach, Jeffrey Alexander. Director of Student Equity
and Success Centers, Que Dang. Our councilor, Heidi Webber. Our Coordinator and Student
Services, Adrienne Smith, and Faculty Chemistry, Dr. Lara Baxley. (audience applauding) – Good afternoon Cuesta College. (audience chattering) Thank you Dr. Sterns for the introduction. Before we get started,
can you please join me in just thanking the
Guided Pathways panel, they did a lot of work
before the holidays, (audience applauding)
during the holiday. I’m proud of this panel of
illustrious individuals. Outcomes for today’s presentation is we’d like to create a shared
and aligned understanding of what Guided Pathways is. And we’re gonna do this by presenting data from some of the early
adopter colleges in the state, like Bakersfield College. We’re also gonna look at
student data that was presented. And at Cuesta that was done
by way of focus group work that was done with Dr. Darma
Cooper, of the RP Group. And looking at just some
of the best practices from early adopter colleges. Just quick survey, how
many of you feel like you have a pretty strong
understanding of the framework of Guided Pathways, raise your hand. Okay great, I put together
a quick multiple choice, but Guided Pathways is. How many of you believe Guided Pathways is a set of programs and services designed to assist students
in completing in two years? How many of you believe
that Guided Pathways is a new initiative designed
by policy makers of the state? Good. How many of your believe Guided Pathways is an exciting new opportunity to reimagine how we serve
students at Cuesta College? Excellent, okay. That’s exactly by definition what it is, it’s an institutionally
structured approach to reimagine how we serve students to ensure that they meet
their educational goals in the most efficient way possible. This is through promoting
effective enrollment decisions and course taking patterns. The enrollment decisions is a really important point to highlight, because I get the opportunity to speak with a lot of students who
are on academic probation. And one of the recurring
themes I hear from students, is really this whole
notion of time management in creating their course schedule, how they enroll in courses. And one of the things I see,
is for many of our students who experience academic
difficulty at the college level, is often times they’re
trying to take too many units while working full-time, while balancing other life
priorities and what happens is, it’s that whole concept
of time management, in trying to accomplish
their studies and move on in their educational goal completion. So, how we work with students, now that’s not to say that a student working 40 hours a week can’t
take 15 units a semester, however, it does need to be
looked at from the institution, in terms of the students
on a case by case basis. In addition, it’s about
providing support services to students from the point of inquiry, all the way through to enrollment and intimately, through
educational goal completion. So as mentioned earlier, the
Guided Pathways Framework operates within the
paradigm of four pillars. It’s helping students to clarify the path, identify their educational goal. Enter the path, enroll at the college and receive the supports
they need to be successful. Stay on the path, that’s
whether they’re being successful or they’re experiencing
academic difficulty, how the college supports them, and ensure learning, inside
and outside of the classroom. Pillar one, clarify the path. And these are some of the practices from our early adopter colleges, but it’s also some of the work
that Cuesta College is doing, is making sure that
the programs are mapped with the students
educational goal in mind. To transfer career and employment. That means having strong
outreach and support and connections for students early in our enrollment process. Detailed information on
target and transfer outcomes. Core coursework is aligned
to each program of study, and early connection with
students to an academic councilor, and/or advisor. Pillar two, enter the path. So this is about early momentum, it’s making sure that students
get off to a strong start. Effective course placement, particularly in English and math, so the work that was
highlighted earlier in AB705. Accelerated our adaptive curriculum to ensure college level
coursework as early as possible. Faculty member Steve
Leone talked about this, with regards to come of the
work they’re doing in English. Fully mapped program educational plans, so if you look at our
website, you will see, for many of out ADT’s
sample two year plans, in a four semester window. Which outline the courses
students need to take in order to complete their
associate degrees for transfer. That’s really critical
because it gives students very clear rode map on what they need to complete their educational goals. And then contextualized
integrated academic support in gateway and critical courses. Pillar three, stay on the path. These are practices designed to ensure students move through to
educational goal completion. That’s ongoing proactive
academic counseling. Technological tools to support students in giving them the tools they need to monitor their progress. Targeted and contextualized
extracurricular programming. Some of the examples you’ll see today will be highlighted by Que
Dang, our Director of Equity. And in systems and procedures
to identify students having academic difficulty and
provide intentional supports to ensure that they don’t drop
their courses mid-semester or at any point prior
to completing the goal in a satisfactory manner. And then pillar four, ensure learning. This is to enrich and strengthen the student learning experience. This includes providing program
specific learning outcomes, project based collaborative
learning environments. Applied learning experiences, a college environment
that fosters inclusion and student engagement. And faculty led improvement
of teaching practices. Now I’d like to open it up and allow our Guided Pathways panel to talk about some of the practices that Cuesta has implemented
over the last year. And we’ll start with Outreach. – Thank you Dr. Sanchez. So, Outreach is one of
the first entry points for our students, the first
time they really get to engage. And there’s been a lot of
work that’s happened before, even before I got here,
such as Promise Day. But one of the things that I
focused on a lot in Outreach, is to move the needle from
you should come to Cuesta because it’s your local community college, but you should come to
Cuesta and here’s why. That’s how we clarify the path. And we’re really tryna do that with our Promise Day’s, even Educate. Giving small examples and
giving them the opportunity to learn about the programs
that we actually offer so they can start thinking about why they should come to Cuesta. And then Cougar Welcome Days is one of our biggest orientation events. Last year we had over 700 students that we served in two days. And of those 700 students, 93% were actually here in the
fall, so by getting them here, showing them the pathway, getting them the opportunity
to meet with councilors. It really clarified their path, it really made them understand and see, why, where I’m going, how
I’m going to get there. So things that we also did in the summer, such as Connect at Cuesta. And program specific
orientations is one thing that I really wanted to highlight. I had a great opportunity to work with architecture, construction,
engineering over the summer, to provide a orientation
specific to those students. They had the opportunity to
not only engage with faculty, but engage with their peers and also get a clear
understanding of the classes and the paths that they need to take, to be the most successful in transferring to a four year university. So those are just small
things that clarify the path for our students, but also giving them the information that they need. – Not only did that include a
transition for our students, for our first time high school students, they were fully matriculated six weeks before graduating from high school. And based on a researched best practice, it also involved parents and family in the enrollment process, so very proud to include
that in Cougar Welcome Days. Thank you Jeff, In-reach. – All right, so once
our students are here, how do we keep them here? How do they become successful? Before I get into my example of In-reach, I wanted to talk a little bit about equity being really
embedded in Guided Pathways, in a core value of Guided Pathways. And equity is getting
students the right support in the right environment, and so my example is really tailoring to what that right support
and right environment is. One of the things I want to mention is how students in the
Student Success Center are experiencing that right
support during that right time. So my highlight is StudyThon
and Midterm Madness, and those who don’t know about that, it’s a time during really crucial times where students need extra help, and that’s usually during finals or close to the deadline to withdraw. We provide late hours and weekends for extra tutors and faculty partnerships, so students can get the
extra help when they need. And the reason why I bring up this example as an In-reach example as
well as being supportive of pillar three and four, stay on the path and ensure learning, is that it’s not just getting students the right help when they need it, but it’s really fostering
these learn and linger spaces that I think we need to do more on campus. And that has become really successful in the Student Success Center. So not only are students
collaborating and working with others and contextualized learning and all their different classes, but they’re building
relationships with faculty, they’re being relationships with staff and meeting friends and
creating that sense of belonging that they really need
to be successful here. So the more we can create
these learn and linger spaces, the more they’re gonna
fell connected and engaged in the work they do. And hopefully stay in the
path and ensure learning. – Thank you Que, meta-majors? – Hello, so if you don’t know me, my name is Lara Baxley,
I’m chemistry faculty, so I’m gonna talk today about meta-majors. So I think a lot of people
when they hear Guided Pathway is I’ve heard enough
about Guided Pathways, but the first thing that
they think of is meta-majors. And as you’re learning or
if you didn’t already know, you’re learning today that Guided Pathways is so much more than meta-majors. But I do want to talk a bit
about meta-majors today. So first of all, if you don’t
know what a meta-major is, it’s a collection of academic majors that have related courses,
and what they do is, they cluster groups of
degrees and certificates that are similar, from
a student perspective. And we don’t have to
call them meta-majors, meta-majors is really the term that we use when we talk to our
colleagues at other colleges, what are your meta-majors? But, when these become live for students, we’re probably not going to
be calling them meta-majors, so some campuses call them interest areas or program clusters or
careers and academic pathways. There are many other examples out there, so that’s something that
we can decide as a college. And next, here’s an example of how meta-majors might be clustered, and these might look really familiar from when Erin was showing the orientation and asking what is your interest. I think that list was pretty
much this list right here. Pretty close, so you can
see that a meta-major is a group of majors that
all have something in common and as you saw with Erin’s demonstration, they’re going to have
similar entry coursework, particularly in math. And I do want, before we
move on to the next slide, I do want you to notice that
the one on the bottom there, is exploratory, so those are for students who really don’t know what they wanna do. They can start in something at least. We give them a place to go. Okay, so why is meta-majors
a part of Guided Pathways, why are we doing this? So, this is gonna help, oops!
(laughs) This is gonna help students narrow their program interests early. So, somebody said to me earlier today, so Guided Pathway is meta-majors, that’s really about narrowing
choices for students, and it really isn’t about
narrowing the choices. The students are still going to have the choice of 157, is it? Majors or programs or certificates that they can choose from, but rather than getting
that long 157 list, from the beginning, they’ll get this list of however many, six or seven, meta-majors that will narrow their choices. So if a student comes in and they know that I know I want to
be a psychology major, I know I wanna get an
ADT, they can do that. But if they just have an idea,
well I know that I like art, but I’m not really sure
what kind of art I wanna do. Well, maybe they can go
into this arts meta-major and then from there, start
taking some art classes in the beginning and narrow
their choices from there, along with some counseling
and some faculty advising. They ensure that students
register for relevant courses that add up to a degree program. So if a student comes in not
knowing what they wanna do, they can get started taking some courses that will help them get
a degree eventually, rather than taking random courses that aren’t going to lead to a degree. They include program maps, which Heidi’s going to be
talking about in a little bit, so I’ll let her talk about that. And they create cohorts of
students with related interests so we can get these students together, who all have similar interests. And they can align advising
and student services within a meta-major. Okay, so how are we going
to develop meta-majors at Cuesta College? So first of all, we’re gonna
get input from faculty. I noticed today when I
was going through this that I typed student. We’re not gonna get
just one student input, it would be students, plural. Staff, staff we need your input on this as well, and administrators. We’re going to be looking
at combining programs that have common early
courses, particularly math, and we’re gonna make sure that
these make sense to students. So we’re gonna show out draft meta-majors to many groups of students
from different levels, including high school students to make sure that they make sense to them. And another person said to me a while ago, so are we just gonna throw
out all that work we did at the Guided Pathways Summit
in 2017 when we sorted, those of you who were there, we sorted programs into
different possible meta-majors, that’s our starting point. We’re gonna start from that,
we’re not throwing that away, so we’re gonna continue on with that. And if you are not aware, we now have a Guided
Pathways Implementation Team and we’re gonna start meeting in January and so this is gonna
be one the first things that that team is going to undertake. – Okay, thank you Lara. Associate Degrees for Transfers, Mapping. – My name is Heidi Webber and I’m a councilor here on
the San Luis Obispo campus, and Lara’s Guided Pathways co-chair. And I just wanted to
piggy back a little bit on what she mentioned
about the areas of interest that she mentioned, and the
ones that were on Erin’s slide for the guided self placement. Those were actually the most
common groupings and titles of actually all that work
that we did across the street, about a year and a half ago. So those are directly
related to all the work that the faculty did previously. So like she mentioned,
it’s a starting point but I wanted you to know that
was how those were created. So what you’re looking at right here is an Associates Degree for Transfer Map, this is a two year associates degree in science for transfer in
business administration. Many of these are mouthfuls,
so I just picked business mainly because it’s
pretty straight forward. The requirements have a few selective, you can make a few different
choices among the courses. And also it is the most closely
related, that I can tell, from the requirements for Cal Poly. So if a student wanted to, as many of our students come
into the counseling department, their hope is to eventually
transfer to Cal Poly, and so, a lot of times that
is an important distinction when we’re creating these plans. But I just wanted you to know that this hypothetical
two year plan could work for a student who is hoping
to apply and transfer to Cal Poly in business. So as you can see, these were created, actually this is just an example, that these were created
with extreme collaboration with administration and organizing
and timing and planning, But with the division chairs
across all disciplines, and a significant amount
of our councilors. Although every faculty member didn’t necessarily get
to weigh in on this, I want you to know that your division chairs helped with these. So as Mark mentioned, many of these are on
the division websites, but this is essentially
what we’re gonna be using as we develop the mapper,
which you’ll hear about later. So again, this is a 60 unit degree and we have listed their
suggested general ed courses, so for this particular one we’re using the CSU general ed courses, but you can see the area
that they’ll satisfy. And again, these are just suggestions so it is a common concern among faculty, that we’re suggesting particular
general education courses, and so this again was just an example so you could see what
this would look like. Next slide, and thank you. So, and again, going off
the enter the path pillar, back to what Dr. Sterns
presented on earlier, is that many of our students, it’s not very realistic for
them to complete in two years. Many of them come in hoping
to complete in two years, but after some conversations, three years is much more
common and practical, so we wanted to create one
so that you can all see what that would look like
in a three year plan. So the student has time
for that work life-balance, and a job, which many of them have. All right, thank you. – Degree Works and Student
Educational Planner. – Okay, so what I did
was take those templates and put them into Degree Works. So now our councilors and
students have access to them and can see how they
tie in with coursework that they’ve already taken here. And also so that they are able to see if they are on track or not on track. I’m not sure if you can see that, but for English 201A, you’ll
see that I’m currently on track and then for everything else, I’m warning, I haven’t registered for anything. So the cool thing is that
we now, with the help of IT, have a report that will
show us all the students that are currently have a
warning, or not on track, so that now we can
proactively reach out to them and say hey, come see us, we wanna see you and let’s get you back on track. So, we’re pretty excited about that. – Program Mapper. – I think that might have
been a FERPA violation. (audience laughs) Anyway, Program Mapper,
I’m really excited, I think we’re all excited
about this opportunity. Cuesta applied and was one
of 10 community colleges to participate in the
Program Mapper Pilot Project, and as you can see, Program
Mapper provides a public, web based tool that
will display these maps that have been created by faculty and approved by discipline. So, this is a 20th Century Program Map. (audience laughs) It’s about 22,000 iterations, possible courses you could
take at various times, and the student has to just
choose from this laundry list. So, this is a 21st Century Program Map. This is actually from Bakerfield College, that actually developed the tool. And in this case, this is a, I can’t see. This is a early childhood education path and the student in this program can choose their destination. In this case, it’s CSU Bakersfield. They want to do it in two years, it will lay out a suggested course pattern for each semester, it also shows the prerequisites by the lines in between the classes. And so, we plan to build
in our ADT’s this term, and have some of this up and running, hopefully by March-ish. And so, yeah, next slide. So, little SAT analogy. So, basically, Program Mapper is to Community College Catalogs, what Google Maps is to old Thomas Guide. Do you even know what a Thomas Guide is? (audience laughs) If you don’t, ask Gil Stork, he’ll know. (laughs) – I love Thomas, guys. – Okay, Faculty Role in Guided Pathways. – I just wanna say that contrary
to what everybody has said, I can see all of you very, very well. (laughs)
So. Okay, so I’m starting off talking about Faculty Role in Guided Pathways
and I was thinking, that, you know, it would be easier to talk about what faculty don’t do in Guided Pathways, because it would take much less time. Because faculty are involved in every single component of Guided Pathways, every single pillar of Guided Pathways. So, our first, I wanted to come on stage with each of us carrying a pillar ’cause I thought that
would be more effective. But the first pillar
is clarifying the path and so, that’s what faculty will be doing. And I wanna point out too,
that a lot these examples that we have on these next few
slides, for the faculty role, come from the feedback that
we got from our students during the focus groups that
were conducted in the spring, last spring semester. And what our students were telling is, that they want from faculty, they want to hear from their instructors, how does this class connect to
what I wanna do for a living? How will it connect to my career choice? They would like to have that conversation, not just with counseling. They love our councilors, that came out in the focus groups as well, but who do they see every day? They see their faculty and you know, they’re interested in psychology, they’re excited about
their psychology class. And so they wanna be able to
talk with their instructor and find out like, what
can I do with this? And they want them to be able to talk about their career options, ultimately, within that
discipline of study. For the next pillar, enter the path. It’s curriculum, this is where faculty and faculty have purview over curriculum. We heard from English Steve Leone, and math Denise Chellsen already. The work that they are doing with the math and English curriculum to help students enter their
transfer level coursework, in a more timely fashion, and to be more successful with support courses,
accelerated curriculum. So we’re doing a lot of this work already, and that’s something else
that I wanted to point out, is that, this isn’t,
Guided Pathways is not new. We are doing a lot of this work, but we’re doing it off in
different groups by ourselves, and it hasn’t been a
well coordinated effort, and it’s not to scale. And so, that’s the
purpose of Guided Pathways and the role of faculty is to try to bring all of this really good work
that we’re already doing, and bring it to scale. So, from there, I’m gonna
pass it on to my colleague, Lara Baxley and she’ll
talk a little bit more about faculty role as well. – Yeah, so I’m going to be talking about the other two pillars, how faculty can be involved in them. So in terms of staying on their path, faculty can provide academic advising to students in their meta-major cohort. This is not counseling, by the way, these are the courses that you
should take to get your ADT, they go to councilors for that. This is, what’s the difference
between these two courses? If I’m interested in
this particular aspect, which of those two courses would I take? What am I gonna learn in this course that’s gonna be applicable to my career? That sort of advising. Create opportunities
for students to connect and build community inside
and outside of the classroom, offer faculty-led meta-major
mixers, won’t that be fun? And identify your struggling students and intervene as early as possible. So this isn’t just early alert, early alert is one aspect of that but we can do that on a
personal level as well. We can send a direct
email from us to a student or talk to a student in person if we see that they’re struggling, if we see that they’re
not coming to class. Those are some things we
can do off of that pillar. Okay and then the last
one is ensured learning. Well, of course, that’s what faculty do but what are some specific things under the Guided Pathways umbrella? Offer diverse teaching approaches for diverse student population. This is a big one in the
focus groups, was technology, use of technology. Students said over and over
again that they love Canvas and they particularly love the Gradebook. And I have heard out of the
mouth of several students, actually, when talking
about these focus groups. Students will say, you know, you should offer
some professional development for faculty on how to use Canvas, so that they know how to do it. So, Cynthia, by the way, does provide a lot of
workshops on how to use Canvas, so I’d really like to
encourage you to use Canvas at least to some degree and
at least use the Gradebook because students just love the Gradebook. Consider alternative forms of assessment and revision opportunities. So thinking about what Clay
was saying in terms of equity, when we think about equity, we think about not just focusing on the main students in your class, the center students in your class, the average students in your class but think about the fringes, the students that are struggling. Maybe they’re struggling because of life situations
that happen to them, health issues, children, other
things that may be happening. Try to be flexible and I’m not saying to
lower your standards, I’m not trying to say being a pushover or to not keep your class policies but try think about ways
to be flexible with that in terms of makeup for quizzes
and missing classes and such. And finally, attend faculty
professional development to optimize your teaching strategies. I know you guys are all great teachers and I’m not saying that
you all need to improve, but we’re always
developing new great things and it all was just as so invigorating to talk to other faculty about
what they do in the classroom and learn new approaches and I’m learning new things all the time. I learned some things yesterday from Michael Kinter and Matthew Davidson, many other faculty about
using embedded tutors and I learned some great strategies for how to utilize embedded tutors. We’re going to be giving
a lot of workshops in areas of equity and
in areas of engaging student filled classrooms, so
be on the lookout for those. – All right, thank– – And I think the last slide is mine too. – Thank you Lara, yeah. – Yeah, ’cause I wanted to make
sure that you saved the date for our next big Guided Pathway event. We are gonna have many smaller events, we are gonna have many
workshops, many working meetings. And I would really like
to encourage all of you, staff, administrators, faculty to show up to these workshops to help us. We are a team here and we’re gonna have the Guided
Pathways implementation team but we need as many voices
as possible in the room when we’re talking about
Guided Pathways implementation to make sure that we do it in the best way and to make sure we don’t forget things. But one of our big things that’s coming up is on Friday, March 22, we’re
going to have a guest speaker, Rob Johnstone, come here. And he’ll give a keynote talk and then he’ll also give a workshop and then we’ll also have other workshops that day around that and we’re gonna have
some fun social time too, so make sure that you put that on your calender for that Friday in March. – Okay, excellent. Okay, now is the portion when
we designed our presentation, we intentionally created a
15 minute window opportunity so that people in the audience can engage our Guided Pathways panel. So if anyone has any questions
for any of the panel members, I’d like to open it up for questions. Okay. – [Audience Member] Quick
question, I’m not sure how long the Pathways have been in place at the colleges that
initiated them early on but what I’m wondering is what does their student data look like? So after they’ve initiated and
implemented these Pathways, did their completion rates increase, did the length of time that students took to get their grades increased,
did the amount of units? So what is the student
success data look like after implementation of the Pathways? – Yeah, great questions. So when we were highlighting
some of the work from the early adopter colleges, the reason why I highlighted
those bullet points under the pillars was because, and the early adopter colleges
all had different data sets depending on when they
instituted their changes. Bakersfield instituted
their Guided Pathways work about seven years ago, as
an early adopter college. And the reason why I highlighted
those specific objectives under the pillars was because
they were able to demonstrate that they move the needle. I actually have the data sets but they actually move the
needle in the right direction on all of those objectives in the pillars. And I can share that
with you, if you’d like, I just didn’t bring that as
a part of the presentation. – Thanks.
– Mm-hm. Yes. – [Audience Member] How are
we addressing the students who come to Cuesta and
they’re not really sure what they wanna do but
they’d like to get started at Cuesta and then find their
way by taking some classes? And so they wouldn’t conveniently,
at least, be able to fit into your meta-major necessarily. (mumbles) To give them (mumbles). – Sure. – That is an excellent question. So, did everybody hear him?
For those that didn’t hear him, he was wondering how the
student who comes to Cuesta who’s not sure, which is a
large number of our students. Many times they do end up in counseling but the exploratory major option, so we wanna honor those students and definitely make them also
feel like they have a path and that they have a journey. And so, we would like to see
a lot of things happening, specifically tied to career exploration and really targeted workshops
that we’re developing. I heard about a half unit course that we’re going to pitch to curriculum but actually offering like
one day courses for students where we can do a series
of assessments with them and really help them to figure that out. And the cool thing about the mapper also is that we can actually develop
those maps for students. Let’s say if they know they wanna transfer but they’re not sure what major, we can develop those based on the general education patterns, depending on their goal institution, whether it’s a CSU, a private institution or UC or out of state. So we do that so much
in counseling already but we hope with the implementation of Guided Pathways that
within those pillars, they are funneled directly
to specific people on campus and even faculty who are interested in helping students explore, right? And we all have lots of different journeys and how we got here are
really cool stories. We hope to have teams, essentially, around faculty that can really advise and also just mentor these
students through that process. – And if I could just
add one piece to that, I think that’s an area of
tremendous opportunity. And the reason why I say that, particularly for our incoming first time high school students. Because as a part of the
common core curriculum, all of our high school
students in the county are receiving four years worth of college and career
readiness exploration, so they’re doing a lot
of career explorations over the course of their
high school career. And the way I envision that is if we can have a database
that captures that information through data sharing with
our local high schools, we can have the results of those four years worth
of career exploration. Not as an ends or a means
but as an informational item to help our academic
councilors and faculty look at the results of
those career assessments and help guide them through
four years worth of data. So I think there’s a tremendous
opportunity to do that and in Monterey County, I know
Hartnell College is working with all 16 of their feeder high schools. The challenge is that
some of the high schools use different databases but the point is is that if we do it the right way, we can collect that information for our incoming high school students that will make more informed
academic counseling sessions. – [Audience Member] How
does this work for students? I get a lot of students who,
last year they were at Cal Poly but now they’re here at Cuesta, who’ve already been to a number of community colleges before. So, how does that work for those students? – Okay, so that’s a fantastic question. Those are some of my favorite
students to work with. Many times, especially
those coming from Cal Poly, entered Cal Poly as freshmen,
chose their major at 17, largely, a directed major, right? As told by someone in their life or I’ve always wanted to be an architect and come to find, the
curriculum or the environment or even the quarter system alone
can really derail students. So, we have very strategic
conversations around what their barriers were at
the previous institutions that they’ve been to and at that point, it’s a very delicate conversation. Many of them I meet with,
my students regularly, even it’s a confidence issue. ‘Cause oftentimes from Cal Poly, they get disqualified or DQ’d. So they’re sent here, sometimes they have a
contract, sometimes they don’t. The contract usually includes, you need to complete these
courses with this GPA in this amount of time
or you’re just toast. So some students are able
to return to Cal Poly, they’ve met their requirements
and returned to their major but a lot times, it is
not only a decision shift but we have a lot of conversations around having conversations with your parents about the fact that you got
disqualified from Cal Poly. I have had a student who
didn’t tell his parents that he was completely
failing out of Cal Poly and then they all came
into my office last week. They’re like, we just found out, oh great. But it’s really breaking down
how you made that decision, what worked, what didn’t and
how can we help you at Cuesta? Explore either a different
major and/or return and really support through
figuring out who you are. A lot of times it’s the
mental health issues that really become the barrier, so when we’re looking at
transcripts and we see it all. A lot times they’re
asking, how can I get back? Or how can I change those grades? And if they wanna change their major and they want to return to Cal Poly, they actually have to apply just like any other transfer student if they’re not able to return
to their college at Cal Poly. Some very rare cases,
they’re able to go back and then change majors within the system but if anybody knows, Cal
Poly is really difficult to change your major once you get there. So I think that we can
really increase our efforts in highlighting our
general education offerings for lower division students at
our neighboring institution. And help to increase our
community and our connection but also, those students
have a really hard time getting classes and we
sometimes have a hard time filling our classes and to me, that just doesn’t really make sense and ours are way cheaper. So I think that as a community, we could do a lot of things
to improve that for students and also for us as a college. But you bring up a really great point, it is an increasing number of students and often the highest achieving in high school that I’ve seen, so they come in with
five or six AP classes and they just tank at Cal Poly for lots of different reasons. But a lot of times it the mental health and they tend to really love Cuesta and love the eight, not
necessarily 18 weeks, but they love the semester system. And they like that they can just come in and see whoever they want. They don’t have to go
to a specific person. So, I would love to see how we can increase those offerings. – [Audience Member] So many
of our students (mumbles). And I’m thinking that if you go and automatically (mumbles) degrees. Many of the students might find that they did multiple ADT degrees. (mumbles) – Yes!
(laughs) Students, the automatic degree
conferral is a game changer, many times I meet with students, I’m like, did you know that
you actually have three degrees if you just fill out these
three forms real quick? And their mouths drop and it’s usually when
they’re just so discouraged, so you’re right. And a lot of students can get
multiple associates degrees for transfer in math and physics, depending on the curriculum
that they’ve applied to. So, we will, in the meantime, direct faculty to how and where students can fill out those forms until it’s automatic, but you are correct, there’s a lot of potential for that. – We are working on that. We’re working on
identifying those students who, through Degree Works
or My Cuesta Pathways, depending on how you use it, who have met the
requirement and don’t know. And maybe for not even their
current or declared major, maybe they got certificates
that are embedded but they didn’t know. And so, we’re working with
IT to identify those students and kind of reach out to them first to see if they even want the degrees. And then hopefully we
can start automagically, I guess you can say,
putting them on the record. ‘Cause there’s a lot of
things we have to think about when we put things on student records. So, yeah, we’re on it. – So we’ve done a couple of test case on the automatic degree identification and I’m gonna put Heidi on the spot, but can you share the story with me you shared about the student that you worked with just last week? – Sure, so, a student
phoned the department, he moved out of the area, he was a student a Cuesta a long time ago and he wanted to know,
just out of curiosity, how close he was to a degree completion. And he said at work they
said I could get a bonus or I could get a pay increase if I had an associates
degree and he just thought, I’ll just call that last college I went to and see how close I am. And so, after, it took me a
while to review his transcripts and gather all of his information, ’cause he actually had attended
two other community colleges and we had received those
transcripts in 2004. In order for all those
pieces to get together, we’ve recently, back to
your Cal Poly question. Also, the Admission and Records
and Evaluations Department has recently started this process, well, they started it
a really long time ago but in order to actually implement it, it’s called the Transfer
Articulation Process. So they’re able to put
those external transcripts and courses directly on a
student’s record at Cuesta, so that when a student sees
that my Cuesta Pathway, it is accurately reflecting it. So this particular student,
after reviewing his records, he was one course away from two degrees and two courses away from three. One of them including
the associates degree for transfer in business. And I called him back and
I said hey, guess what, you can actually take these two classes, women’s or multi-cultural health for our health and diversity requirement, for our local associates degrees and the other one was a history course. And those were for our local degrees, and then the other one I explained to him how he could get the
associated degree for transfer and all he would have to
do is send us the form and the transcripts
once he completed them. But the majority of them, he could finish online through Cuesta. And he was pretty excited about that. So, that’s just one example, because he’s not a current student, those transcripts aren’t
getting evaluated. It’s not necessarily one
of our current priorities, ’cause we wanna prioritize
our current students, but there’s lots of potential. – Here.
– Okay. – I’ll add to that too real quick. We also, with the help of IT have a report that uses Degree Works
to show our students who are missing maybe one or two courses, so that we can reach out
to them and let them know that they’re only missing
one or two courses and hopefully get them
registered at Cuesta, so that they can finish those degrees. So we’re hoping to start
utilizing that pretty soon, hopefully by the end of the semester. – All right, thank you to
the panel, we thank you. (audience applauding) – Thank you very much for sharing that update on Guided Pathways. I would like to extend my thanks, not only to all of our panelists, also the Vice Presidents for their work in putting their portions of
today’s presentation together, to Let’s Go, our graphic designer who created this beautiful
logo for us today, yes. (audience applauding) And I’d also like to thank
Joan and Richard and Clark for all of their technical help in getting everything
up and running for us in here in this beautiful c-pack. (audience applauding) And now Dr. Wulff is gonna walk us through the Student Focus Group’s response. – Okay, everybody’s standing
up now, that’s nice. I’m gonna come over here, is that on, yes. As you remember, and this is
really quite interesting today ’cause you can kinda
see a theme throughout of we’ve been doing a lot
of work in Guided Pathways. This is included in Guided Pathways. Remember Daria LaCooper came in fall, and talked to us about
the student responses. You know we had over
18 student focus groups asking them, from all
different parts of the college, different years, where they
were, different groups, asking them about their
experiences at Cuesta College. So, this report that we
had, that we commissioned with the RP Group and
Darla Cooper did for us, it was already put in
our Guided Pathways plan, that we had to submit last year
to the Chancellor’s Office. What happened on Opening Day in fall was the executive summary. We know that the final report
was posted on the website, so you all had an opportunity
to read the final report. College Council in collaboration
with the Academic Senate, we chose a task group to take that report and make recommendations. And they did that, and
they did a phenomenal job. And that’s what I’m
gonna talk about today. And the task group developed
14 recommendations, and with these recommendations, they had actions that they identified and they created a timeline. And it switches over three phases, or phases over three years
and they identify positions and committees that are
accountable for the activities. And they’re all related
to the recommendation. Madeline and Lara did a really good job of some of these recommendations
that they talked about in their report that they just
did, or their presentation. I’m not gonna read these to you, I’m gonna leave them up
there so you can read them. But there are some themes. The first theme that I saw,
that wasn’t really put out, is that in every aspect
of every recommendation, there is a need for us to
have more student feedback in our processes or what we implement. So that’s what I’ve really identified. The committee also, or the task group, also identified three major aspects. The first one is that
instructional faculty can be more involved
in student engagement. That was the number one finding
that they came out with, this is the number one recommendation. And so, when Lara was talking
about professional development for faculty and what happens
when we look at equity, there is an opportunity. Que has been talking to
different faculty members, but there is now Equity
Institute that’s taking place. And we’re looking for faculty
who wanna participate in it. Skyline College is doing
a phenomenal job with it. And it is about pedagogy, what can we change in our classes, what can we do differently
that we haven’t done before? How can we reach different
populations of students? So that is part of that, but remember, how can instruction or faculty be more involved in student engagement? The second highlight of
these recommendations is for counseling needs to evaluate their accessibility for students. And I know that Student Service
is working on that already. And so, how do we give students. We have a low ratio compared to the state, and if you look at the score card, the number of students
we have for faculty, we’re one of the better
students in that ratio. I mean, one of the better
colleges in that ratio. So we need to look at, or
counseling needs to look at how do we better serve our students? Give you time to read each one. And then, the third
recommendation of the highlight is website cleanup campaign. How do we do, our students have, and you know we implemented
a new website in there, but a lot of feedback in that report was how do students
better access information that is relevant to them? And so, this is gonna be a big campaign. This report was also brought to cabinet and you know, people are aware of that. So those are the 14 recommendations, I hope you had an opportunity to read it. I wanna let you know that
this is the recommendations with all the actions and who’s accountable and the phases and timelines
are on the website. You can find them on Academic Affairs and you can also find them in Share Point. So take a few minutes to read ’em. College Council will be looking
at these 14 recommendations and all the actions tied to it, and their first meeting of this academic, of this spring semester, and then the report will be moved on to the President for action. So short, sweet, to the point
and the highlight of today is that we’re moving faster
than the times in the program. (audience applauding) – Thank you very much Deb. And I have another big thank you, and I’m sure that they have
already left this space, but I have to thank Todd and Cindy for their tremendous work
in making today happen. They always do such a great job. (audience applauding) So when you see them at the barbecue, I hope you will thank them with me. So, Mark and I are left
to back cleanup here, and talk just a little bit
about the new requirement that colleges set goals in alignment with the new Vision for Success, so, Mark. – So with regards to
the Vision for Success, in July 2018 the California Governor and the state legislature developed the new Student-Centered Funding Formula. The legislation sought
to strengthen the link between financial planning
and broader college goals. Specifically, it requires that districts must adopt college
level performance goals. The Vision for Success
deliberately included just a handful of goals, so that the system could
intentionally focus on measurable outcomes that
were realistic and achievable. The ultimate aim is to assist students to completing their educational goals. Whether that’s certificate of completion, transfer, degree, a good job or career. The Vision for Success goal
reflect this ultimate mission, as well as the need to serve
the state of California efficiently and equitably. The five goals, again,
focus on completion, transfer, unit accumulation,
workforce and equity. – So it’s interesting
that this came to us, not only from the Vision for Success, but then it was legislated with the SCFF. So you start to see
how all of these pieces are fitting together. And I hope this legislated,
also included that, by December 15th, I had to certify with the State’s Chancellor’s Office, that our board was aware that we were going to be adopting goals. And that we have a deadline of May 31st, to be able to submit our new goals to the Chancellor’s
Office with a crosswalk of how they linked to
this Vision for Success. So at the January board meeting, we provided the data
that we currently have, around these brief set of goals, for the trustees to be
able to see where we stand. And just really understand
how aspirational the goals are from the Chancellor’s Office. So, completion is goal number one, and currently, the data
that’s available to us, to base our new goal on, is the completed associates degrees and Chancellor’s Office
approved certificates for the last three years. And these are the number
for Cuesta College. And what you will see is
a very significant growth in the number of our Chancellor’s Office
approved certificate, so that is tremendous. The goal for the Chancellor’s Office, is that an increase of 20%, by 21-22. Which means that Cuesta would
award 653 associate degrees and 412 certificates in 21-22. – With regards to transfer, the system wide goal
is to increase by 35%, the number of students in the system that transfer annually to a UC or CSU by the year 2021, 2022. It should be noted that
some clarification came by, if a student graduates from a private, that also gets applied to this percentage, as long as that university is in the National Clearing House. In 2016-17, Cuesta College
awarded 396 associate degrees for transfer and 343 students
transferred to a CSU or UC. When Cuesta College achieves
this goal, of a 35% increase, we will have 463 students
transferred to a UC or CSU. – You see really helped
lofty these goals are, when you see the progress in our history over the last three years. Goal three is around Unit Accumulation and folks, this is really
where the good news lives. Cuesta is doing very well
and we are very consistent in terms of the number of
units that our graduates hold when they walk across the stage. The state wide goal is
17, I’m sorry, it’s 79. 17 would be a little short. (audience laughs) A goal of 79 total units, and that too was to be in place by 21-22. Currently, the state
wide average is 87 units. So you can see that Cuesta’s
students are completing with a package that’s
much closer to the target than many of our colleague institutions. – For Workforce, the Vision
for Success establishes the aim to increase system wide percent of existing career and
technical education students, who report being employed
in their field of study. From the most recent
state wide average of 69% to 76% by 2021-2022. The 2015-2016 Cuesta College
data is encouraging a 73% of our career and technical
education students report being employed in their field of study. However, only 37% are
earning a livable wage. This aligns with the most
recent economic forecast report, which confirmed the living wage challenge in the Greater San Luis Obispo area. – What’s interesting to me,
in this area in particular, is I wonder how many of us have
degrees that would indicate, as educators at a community college, we are in our field of study. And what about the individual
who’s highly successful but just chose never to
pursue their original career in their original field of study. So there’s lots of interesting things around this particular outcome, and it’s gonna be interesting to see what else might be
added into that formula. The final goal is equity,
and this is really exciting, this is really where we
have significant opportunity and challenge ahead of us. At Cuesta College we have
a more than 40% difference in the completion rate of
our students who come in, who are prepared for college level work, as opposed to those who are not. We are seeing a tremendous
amount of change. You’ve heard it today, about all of the things
that we are putting in place to change that outcome. The goal here is a 40%
reduction in that gap, by 21-22. And for the gap to be gone by 26-27. And the gap looks different, depending upon the institution
that you take a look at. And I’m gonna tip my hat and let you know how much of a numbers nerd I really am. But I dug deep into that national data, because I started to become
fascinated by what was there and we’re gonna post
this and we have links. So if you wanna get to the data
sources, you are welcome to. But that national number of 38.53% of community college students
completing in six years, I wanted to see what the highest performing groups were doing. And when I took a look at it, white students are completing at 46.71%, Asian students at 46.81%, that is the best nationwide. It’s not good, it’s not good. But what we have seen today, that’s happening at Cuesta
College, really is exciting. It is really transformational, and what I have observed
over the six months that I have been here, is the daily commitment
and investment in students, where they are having the
opportunity to feel nurtured and valued and directed. And all of six success factors that we know make a difference, and ultimately, this is our
goal for all of our students. We wanna see all of them
celebrating that they are done. So I thank you today,
thank you for being here. You were a fantastic audience
for a long period of time and it’s greatly appreciated. Have a wonderful semester. (audience applauding)

One thought on “Cuesta College Spring 2019 Opening Day

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