2015-2018 strategic plan final assessment

Summary Report: 2015-2018 Strategic Plan

Report on Activities

1


Activities for 2015-18 Institutional Objective 1 Institutional Goal 1 - Shasta-Tehama-Trinity Joint Community College District will use innovative best practices in instruction and student services for transfer, career technical, and basic skills students to increase the rate at which students complete degrees, certificates, and transfer requirements.

Activity: 1.1 a

Implement best practices in developmental education such as accelerated and flexible course options and English and math success academies. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 Shasta College continues to do innovative work in this area. All of these efforts have prepared us well for the new AB 705 legislation. Math and English departments decided to adopt the placement rules recommended by the MMAP project. Both Math and English departments have developed co-requisite lab classes to support students in transfer-level classes. This will greatly aid the likelihood of successful completion of transfer-level English and math courses in the first year of a student’s enrollment at the College. Actions/Proposed Changes Action/Proposed Change: This work will continue to develop through the next strategic cycle. Evaluation of current efforts in English and a comprehensive community of practice for faculty are both underway in 18-19. (12/14/2018) Progress: In Progress 16-17 16-17 saw increased work in this area with expanded options for acceleration, including the development of a new Math option called 102X, which combines two and one level below Math and adds a lab component. This model was modeled from Grossmont-Cuyamaca College. Representatives from that college came and trained 10 math faculty in the model and new curriculum was developed. Math faculty also met with Counselors and research staff to ensure wide understanding of the new format. Additional improvements included the expansion of SI and embedded tutoring to ensure academic success outside of the classroom. Our Multiple Measures Pilot Program also revealed great promise. Students placed through MM in English



2

required less remediation and success rates stayed the same. Math results were not as strong as English, but we are exploring reasons for that, including that our placement procedures might not have been followed and/or reported in a consistent manner. In addition, tutoring services were expanded to our Tehama campus in 16-17 with the creation of a Tehama Learning Lab. Math Camp was also expanded and included more options for support for students throughout the district. Actions/Proposed Changes Action/Proposed Change: This is a high priority for the campus and great progress is being made. This Institutional Objective will continue as stated. Additional outreach to our CTE students and the creation of Directed Learning Activities are the goal for 2017-2018. (09/23/2017) Follow-Up: English faculty joined the California Acceleration Project and are working on expanding a 1A option with a co-requisite model. (09/23/2017) Progress: In Progress 15-16 Great progress was made in this area in the math and English departments and with work with our counselors. We have started two new math pathways to accelerate through the basic skills sequence: Path2 Stats and Math My Way. Our English faculty are also exploring English 196 to increase student access to one level below transfer. We have also expanded academic supports outside of the classroom including tutoring and Supplemental Instruction. Additional progress includes attendance at the National Acceleration Conference, participation with California Acceleration Project and the receipt of the Basic Skills Transformation and Student Outcomes Grant which will allow us to further expand these efforts in the following two years. Actions/Proposed Changes Action/Proposed Change: Continue as stated; on track to meet this objective (07/06/2017) Means of Assessment and scoring criteria BSSOT baseline data looking at placement into transfer level courses and progression though the basic skills sequence. MMAP project. Completion in math and English in year 1. (Active) Update/Status Summary Progress: Completed The tremendous efforts of the Math and English faculty, along with changes to placement practices and expanded academic supports have led to a decrease in remediation rates for both English and Math. For English, the rate at which students transferring from high school were placed into remedial courses went from 25.43% in 14-15 to 16.04% in 2017-2018. For Math, the rates dropped from 54.3% to 41.26% for the same time period and population.



3

Activity: 1.1 b

Investigate the feasibility of providing diagnostic assessments of college readiness to high school students, and, if feasible, implement a pilot program and assess results. Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 Shasta College has embraced the MMAP pilot and is aligned with the AB 705 efforts. This negates the need for a college readiness assessment in the high schools and emphasizes transcript analysis upon entrance. Continued work to support high school counselors through college/career capacity building is underway through the High School Counseling Initiative. Dual Enrollment continues to increase preparedness of incoming high school students. Progress: In Progress 16-17 Shasta College has implemented and reviewed Multiple Measures for placement which is proving to have better results than our previously implement assessment procedures. Consequently, we are moving away from this objective towards further implementation of transcript analysis. SSSP and Equity programming allowed for additional focus on high school students transitioning to Shasta College. Counselors were assigned regular high schools and made frequent visits. Transcript analysis for placement was expanded in the high schools. Our annual high school counselor's day included additional training on multiple measures so that students and high school counselors were aware of placement procedures. In addition, our work with Reach Higher Shasta resulted in a comprehensive training for high school counselors on college and career readiness. This was led by an outside group, Hatching Results, a nationally recognized group that trains high school counselors to better support students in the transition to postsecondary education. Additional programming to support the transition to college includes a summer bridge course, math camp and the implementation of a First Year Experience Program. Actions/Proposed Changes Action/Proposed Change: Additional focus on working with high schools includes an expanded contract with Hatching Results to support high school counselors and the implementation of the First Year Experience program in 17-18. Expanded dual enrollment opportunities and increased alignment between segments will allow for better placement of students transitioning out of high school into Shasta College. (09/23/2017) Progress: In Progress 15-16 We did not implement formal diagnostics for high school students. However, we have increased dual enrollment opportunities to increase college readiness. In addition, we have initiated ALEK on campus for students needing remedial support. This diagnostic also allows students needing basic skills to move through the 220/240 sequence at their own pace (with faculty support). We are also a member of the Multiple Measures Pilot Project which uses high school transcripts as a tool for placement (in lieu of the assessment exam) for students entering Shasta College. Analysis of the effectiveness of transcripts for placement will allow us to focus on issues of alignment between academic sectors.



4

Actions/Proposed Changes Action/Proposed Change: With the work in the high schools to increase dual enrollment, expand summer options, and implement multiple measures, it may not be necessary to have a formal diagnostic. In addition, the new SPAC report also serves as an indicator that students might be off track. Future efforts may be focused on Multiple Measures and alignment to ensure readiness. (07/06/2017) Means of Assessment and scoring criteria Intention to ease transition to college level work. Stronger focus on MMAP. Involvement in Common Assessment Initiative. BSSOT data; placement into transfer level Math and English. Completion of Math and English in Year 1. (Active) Update/Status Summary Progress: Completed Shasta College aligned with MMAP recommendations for student placement. Remediation rates have decreased for both English and Math. Students completing English and Math by the end of Year 1 has remained stagnant (approximately 8%), but we are hopeful that that percentage will improve due to the interventions that have been put in place over the 15-18 Strategic Plan.

Activities for 2015-18 Institutional Objective 1.2

Activity: 1.2 a

Implement best practices such as first-year experience learning communities, alternative course scheduling and supplemental instruction to increase the rate of student attainment. Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 We are grateful to the BSSOT grant which allowed us to implement multiple innovations in this area, including expanded tutoring options and the introduction of Supplemental Instruction; both of which will be vital for the AB 705 legislation. This work will be sustained due to the new Dean of Pathways and Learning Supports that will begin in 18-19. This position will ensure that reforms in basic skills will be directly linked to the guided pathway efforts. Alternative schedules were piloted through the ACE program which offers 8-week courses in a structured schedule format. The student success and completion rates in this format are promising and further options are currently in development. Case management and further supports for first year students are included in the latest Enrollment Management and Integrated Plans. Progress: In Progress 16-17 Shasta College continues to make progress on this Objective. The First Year Experience program has progressed and the attendance at the national conference proved very helpful. Full role out is planned for 17-18. Supplemental Instruction was expanded with the addition of Equity funding and results were positive. In addition to SI, embedded tutoring was also expanded this year. This



5

model seems even more helpful for our remedial courses and allows for a direct link back to our learning labs. Alternative course scheduling including expanded dual/concurrent enrollment, additional accelerated options and new compressed courses in the evening (ACE) continue to provide more options for our students. The assessment of our first ACE cohort indicates students in the structured, compressed sequence out performed those in traditional courses, even though the course length was shortened. This has positive implications towards out movement towards guided pathways. Progress: In Progress 15-16 Alternative course scheduling; including block scheduling was implemented in 15-16 and we will continue to monitor the impact on student learning. Our intention is that this will increase ease of scheduling for students, especially those trying to balance high unit loads or work/family obligations. In addition to block scheduling, Math My Way and other innovative programming began that will allow students to learn Math at their own pace with the support of faculty and innovative technology solutions (ALEK). The Student Services Department continues to develop first year experience programming with a pilot program implemented for students from Modoc County. This program includes additional outreach to all high’s schools, summer bridge opportunities and increased counseling support in the first year of study. Staff continue to explore best practices and plan to attend the national First Year Experience conference in Georgia. Additional staff have been identified to coordinate these efforts. 15 faculty members received training though the University of Kansas Supplemental Instruction Program and a faculty member was identified to pilot the program in 16-17. Means of Assessment and Scoring Criteria First year success and retention. Fall to fall persistence. Increase completion of Math and English in Year 1. Disaggregation by targeted equity groups to reduce disproportionate impact. (Active)

Activity: 1.2 b

Implement the Enrollment Management Plan and report results to College Council. Target Completion Date: 06/30/2018 Update on Activity; Update/Status Summary Progress: Completed 17-18 The 2015-2018 Enrollment Management Plan was reviewed by College Council. The Enrollment Management Committee initially recommended the adoption of a two-year planning cycle to anticipate periods of growth and stability. With the adoption of the new state funding formula, the committee is proposing the next two-year plan that is aligned directly with the 2018-2021 Strategic Plan and support the 2017-2019 Integrated Plan. The 2019-2021 Enrollment Plan draft has been submitted to College Council and upon approval, will go to the Board in early 2019. Progress: In Progress 16-17 On May 2, 2017, College Council accepted a progress report for the 2014-2017 Enrollment Management Plan. Highlights of the plan included improved high school outreach (1.1.2, 1.1.5, 1.2.1, 1.4.6); the implementation of a Student Success Center (2.1.3) and the initiation of Hobsons / Starfish early alert and automated student education planning software (2.2.5). During



6

the same meeting, College Council approved the 2017-2018 Enrollment Management Plan that strives to continue progress on promising initiatives. The Enrollment Management Plan is being implemented with diligence with results shared with College Council, Instructional Council and the Student Success Committee. In addition, much work was done this year on Integrated Planning which will ensure that SSSP, Equity, BSI and all other campus plans, including the Enrollment Management Plan are integrated and align with all other campus planning priorities. Progress: In Progress 15-16 The 2014-2017 Enrollment Plan is in its second complete year. It is being implemented under the guidance of Dr. Tim Johnston, and progress/results are shared with all constituent groups, including College Council. Related Documents: Enrollment Management Plan_2014-17_Summary (2).pdf can be found in Nuventive: Strategic Plan Summaries Actions/Proposed Changes Action/Proposed Change: The Shasta College Integrated Plan as outlined by the Chancellor's Office was completed this summer with participation by Equity, SSSP, Research, BSI and others. The Enrollment Plan has also been aligned to the overall IP. (09/23/2017) Means of Assessment and scoring criteria Annual updates to Enrollment plan. Integrated Planning goals across campus. (Active)

Activity: 1.2 c

Promote the Center for Excellence in Learning and Teaching as a hub for faculty interaction and innovation. Target Completion Date: 06/30/2018 Update on Activity/Status Summary Progress: Completed 17-18 The CELT is scheduled for a variety of meetings primarily related to improving teaching and learning. In 17/18, it was used for workshops on Backward Design and Student-Centered Teaching among others. It is also used for governance meetings, one-on-one Canvas training, and occasionally for drop in use of the computer. It is not being used as a spontaneous gathering space for faculty like we had originally planned, but the space is generally receiving good use and we hope to increase usage of the CELT center moving forward. Progress: In Progress 16-17 The CELT officially opened in Spring 2016 and has served as a hub for discussions surrounding student learning since that time. Countless formal and informal meetings have occurred in the space along with structured programs such as: Equity and Open Educational Resources Workshops, Active Learning Classroom Design, and Understanding by Design Discussion Group to name some examples.

https://tracdat.shastacollege.edu:8443/tracdat/viewDocument?y=qAin3qjZfIzv



7

The Educational Technology team moved to an adjacent space to increase accessibility/visibility to faculty. The team has developed a prototype media studio and is in the planning stage for designing a media production space to include both a light board studio and a green screen studio. The plan is that this space will support and inspire further innovation. Progress: In Progress 15-16 The CELT Center (Center for Excellence in Learning and Teaching) is a primary project of the 2015 Innovation Award. The award allowed us to create a center located in the library for faculty to come together to provide workshops, learning opportunities or to network. The room was finished by Spring 2015, with furniture and IT capabilities completed by the start of the 15-16 academic year. The CELT is a great space and a tremendous asset for faculty and staff. We are working on a way to market the space so that we increase its usage. Means of Assessment and scoring criteria Qualitative feedback from participants. Tracking of events that take place in Center. (Active)

Activity: 1.2 d

Streamline and strengthen pathways to degrees and certificates and report to College Council. Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 Shasta College has opted into the statewide Guided Pathways efforts. A collaborative team developed a Guided Pathway assessment and first year plan in Spring 2018. Over 15 faculty and staff attended GP training in 17-18 and a new staffing structure, with a Dean of Pathways and Learning Supports will begin in 18-19 to lead these efforts. The ACE program continues to grow, with more structured pathways (including predictable schedules and compressed courses launching in 18-19). In addition, faculty and staff have done excellent work increasing on-line education efforts which will increase the availability of pathways for students, especially at Extended Education sites. Progress: In Progress 16-17 Several departments at the college continued or began conversations about creating guided pathways to better serve students. CIS is working within its department to streamline courses and create more certificates/credentials. ECE received an Innovation Award that allowed them to create a guided pathway for entry level teachers to complete the requirements for an Associate Teacher Child Development permit in one semester. ECE partnered with the Counseling Department to embed a counselor into the ECE program so students understand the complex rules associated with licensure. The HIT and HIM programs are two more pathways to essential Health Degrees. ACE and BOLD, which will lead to additional AA and BA opportunities were also started in 16-17, and the design of each led to a 2017 Innovation Award. An additional grant received, the College Promise Grant provided additional funds to Shasta College to support streamlined Pathways, including professional development for faculty and staff and the implementation of Hobson's Starfish. Finally, a new Program Review process was fully



8

implemented this year. Created by faculty and administration, this new process creates a framework for faculty to examine courses and programs for relevancy and productivity. All Program Reviews are sent to College Council for their feedback and review. Progress: In Progress 15-16 This work is happening across academic sectors; including focus on new programs designed with research-based practices including structured schedules, guided pathways and case management support. Examples of this include ACE, ECE realignment and CIS. Restructuring of the remedial sequence including reduction in English courses below transfer level; Path2Stats, and Math My Way will also streamline progress towards degrees. Means of Assessment and scoring criteria Outcome data including degrees, certificates earned. Shortened time to degree (Tableau Data, CCCCO DataMart). (Active)


Activity: 1.3 a Increase the number of students who annually attain ADT (Associate Degree for Transfer) degrees through promotional efforts that include success stories of transfer students, especially those from disproportionately impacted groups. Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 Increasing ADT's has been a joint goal across Instruction and Student Services. New ADT offerings include Agriculture Animal Science (ADT); Agriculture Business (ADT); Agriculture Plant Science (ADT); History (ADT); Elementary Teacher Education (ADT). The Transfer Center has played a role in helping to increase ADT degrees by creating a video that highlight the ADT degrees and by obtaining an Innovation grant to provide services to students that are planning on transferring to a California public university (CSU/UC). These new efforts, along with our regularly offered services (ADT workshops, CSU campus field trips, CSU representative visits, printed ADT materials) have all helped to increase our ADT degrees each year. Continuing to increase ADT offerings and completions will continue to be an objective in the 2015-2018 Strategic Plan. Progress: In Progress 16-17 As in years past, the number of students earning ADT's increased again in Fall 2016. The Transfer Center worked with the Marketing Department to create tools and brochures that spread the word on what is available and how to access them. Stories of transfer students are being developed. Disproportionate Impact studies have been produced looking at the demographics of students who are transferring; however, we have not looked at the number of students from disproportionate groups that are accessing ADTs. That will be a key goal in 2017-2018.



9

Progress: In Progress 15-16 The number of students earning an ADT increased significantly from 14-15 (from 128 to 172). This was a united effort by Instruction and Student Services to develop new programs and advertise them to students. Means of Assessment and scoring criteria Number of ADTs attempted and earned. Time to degree. Transfer rates. Disaggregation across equity groups to monitor disproportionate impact. (Active) Update/Status Summary Progress: Completed Shasta College made progress towards this objective over the three-year time period; ADT's awarded went from 96 in 2014-2015 to 122 in 2016-2017; credits earned on the way to degree declined slightly (from 84 to 82). Disaggregation by ethnic groups and gender still need to be examined. Source: https://www.calpassplus.org/LaunchBoard/Student-Success-Metrics.

Activity: 1.3 b

In cooperation with K-12 partners, implement transfer pathways such as a college honors program, accelerated scheduling, and expanded dual and concurrent enrollment. Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 Shasta College hired a full time Dual Enrollment Director in 17-18 to oversee the program and expand relationships with Shasta College and the feeder high schools. DE sections offered have grown from 115 in 2014-2015 to 281 in 2017-2018. DE students overall are similar to Shasta College rates as a whole in both retention and success. In addition, high school students that transition to Shasta College after participating in DE are more likely to meet key momentum benchmarks including completion of transfer level math and English by the end of year 1. Additional information about DE is attached below. The Honors program is established and affiliated with the Honors Transfer Council of California. The guided pathways work will lead to academic maps that will allow students to schedule their coursework from enrollment to degree after choosing a major. Related Documents: DE Data.xlsx can be found in Nuventive: Strategic Plan Summaries Progress: In Progress 16-17 The Honors pathway continues to develop and is very well received. Shasta College is now affiliated with the Honors Transfer Council of California. Accelerated scheduling to ensure students access transfer courses in the least amount of time possible are going well and are explained elsewhere in this report. Dual Enrollment continues to grow, serving all high schools in the service region. Efforts to evaluate each of these efforts will be the focus on 2017-2018.

https://www.calpassplus.org/LaunchBoard/Student-Success-Metrics



10

Progress: In Progress 15-16 The Honors Program was developed to provide additional avenues for students at Shasta College; especially those seeking to transfer. Relatively small in size, Honors classes provide increased opportunities for intellectual exchanges between students and between students and teachers. Common approaches in honors classes include a seminar format, the use of original texts, creative problem solving, increased critical thinking and higher-level expression in writing and speaking. Students completing fifteen or more honors credits may receive certification. Certification allows students to benefit from numerous transfer agreements with a host of colleges and universities. These agreements go far beyond Shasta College’s traditional agreements and provide increased opportunities previously not available. A full array of courses will begin in 16-17. Means of Assessment and scoring criteria Implementation and participation in Honors Program. Placement and completion of transfer level math and English. Number of students in Dual/Concurrent Enrollment. Success/retention rates in DE courses. (Active)

Activity: 1.3 c

Develop required services and begin to offer upper division courses to the first cohort of students in the pilot Health Information Management baccalaureate degree program. Target Completion Date: 06/30/2018 Update on Activity; Update/Status Summary Progress: Completed 17-18 The first cohort for the BA in Health Information Management began in Fall of 2017. The program is currently seeking accreditation and is in Candidacy Status pending review by the Commission on Accreditation for Health Information and Information Management Education (CAHIIM). Progress: In Progress 16-17 In spring 2016, Shasta College started offering its own 2-year associate degree program in Health Information Technology (HIT). As our program develops, we will be applying for CAHIIM accreditation. In addition, several other California community colleges offer 2-year degree HIT programs. Students in Shasta’s new associate degree HIT program may apply for admittance to the Bachelor’s Degree HIM program as pre-majors in the second semester of the program. The HIM program is being finalized with the first cohort beginning in Fall 2017. Progress: In Progress 15-16 Health information management (HIM) is the practice of acquiring, analyzing, and protecting digital and traditional medical information vital to providing quality patient care. HIM professionals are highly trained in the latest information management technology applications and understand the workflow in any healthcare provider organization from large hospital systems to the private physician practice. They are vital to the daily operations management of health information and electronic health records. Health information management professionals work in

https://tracdat.shastacollege.edu:8443/tracdat/viewDocument?y=YDHNa56UASmS



11

a variety of different settings and job titles. They often serve in bridge roles, connecting clinical, operational, and administrative functions. These professionals affect the quality of patient information and patient care at every touch point in the healthcare delivery cycle. Having skilled HIM professionals on staff ensures an organization has the right information on hand when and where it is needed while maintaining the highest standards of data integrity, confidentiality, and security. The first cohort will begin in Fall 2017. Means of Assessment and scoring criteria Completion of curriculum. Implementation of services. Number of students in cohort. (Active)

Activities for 2015-18 Institutional Objective 2

Institutional Goal 2 - Shasta-Tehama-Trinity Joint Community College District will use technology and other innovations to provide students with improved access to instruction and student services across the District’s large geographic area. Activity: 2.1 a

Implement technology improvements that support instruction such as increased offerings and use of the Learning Management System and the creation of additional internet hot spots. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 This strategic planning cycle showed a dramatic increase in the amount of faculty using the Canvas LMS system. On-line offerings also increased. The IT department is working to increase Wi-Fi hotspots, and the passing of Measure H will allow us to dramatically increase that goal. In addition, since 14-15 106 instructors have been trained in the @One – Introduction to Online Teaching and Learning course. This has served to strengthen instruction in online courses, which is evident in the student success rates for online courses. Progress: In Progress 16-17 The transition to Canvas was completed in Spring 2016. Faculty are generally more satisfied with the new system. The College now has two programs that it is promoting as fully online Health Information Management and Health Information Technology. Through the curriculum process additional classes are being approved for online. Data show continued growth in online enrollments from 5128 in Fall 2014 to 6923 in Spring 2017. Success rates in online courses also exceed state figures. The College continued to maintain the existing Wi-Fi network pending the passing of the Measure H. Measure H successfully passed. Significant resources will be dedicated to technology infrastructure including a comprehensive and robust Wi-Fi network across the campus.



12

Progress: In Progress 15-16 During the 15/16 academic year, the College transitioned from Moodle to Canvas. The move, in part, was meant to migrate to a new LMS platform that was easier to use. The transition was successful. The new platform is less complex, and all courses now have a course shell in the learning management system. Any faculty member can use the LMS for a face-to-face course. To support this training numerous training opportunities were provided to faculty. The College hired a contractor to map the campus for Wi-Fi development and advise on appropriate equipment. Means of Assessment and scoring criteria Increased on-line and hybrid offerings. Faculty involvement with Canvas. Increased number of hot spots. (Active)

Activity: 2.1 b Implement and assess a modern integrated library system to improve discovery and access to research material for students and faculty Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 Shasta College participated in early testing of the statewide library system during Fall 2018. Full implementation will begin in January 2019 and is schedule to be completed in December 2019. Progress: In Progress 16-17 The statewide library system was approved in the state Community College budget in May 2017. The project will be managed by the CCC Technology Center and is in the initial phases of implementation. The Shasta College library will attempt to be one of the early adopters of the new statewide system. Progress: Not Started 15-16 This project remains a high priority. The library did not move forward as there have been efforts for a number of years to develop a statewide collaboration. During the 15/16 academic year the system looked closer than ever to realizing this long-term plan. There was the expectation that this project would make it in the statewide budget. In May 2016, the item did not make it into the budget. Means of Assessment and scoring criteria Library survey. Library visits by students and faculty. (Active)



13

Activity: 2.1 c

Implement expanded academic support strategies such as online tutoring for basic skills and general education. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 There was tremendous progress in this activity during this strategic planning cycle. The Basic Skills Transformation grant allowed Shasta College to expand academic support strategies at the main campus and at the Tehama Center. Supplemental Instruction was advanced into more subject areas and equity funds were dedicated to ensure that all students knew about the resource. Embedded tutoring options, specifically tied to remedial courses in Math and English, also proved successful. Net Tutoring was also widely marketed. The Associate Dean of Foundational Skills has been expanded to be the Dean of Pathways and Learning Supports. This position will ensure that the great work started by faculty and staff in the BSSOT grant will continue to be offered moving forward and that the support structures will be tied to guided pathways and AB 705 reforms. Progress: In Progress 16-17 With the receipt of the Basic Skills Transformation grant, Shasta College was able to continue our efforts to meet this strategic initiative. Supplemental Instruction was advanced into more subject areas and equity funds were dedicated to ensure that all students knew about the resource. Embedded tutoring options, specifically tied to remedial courses in Math and English, also proved successful. The EDGE program for serving athletes in the Learning Centers also grew, adding an additional EDGE coordinator to better support our student athletes. Tehama County received funds to develop and implement a tutoring center at that campus. Net Tutoring was also widely marketed. Progress: In Progress 15-16 This was a high priority at Shasta College in 15-16. Significant work was completed to address multiple measures for placement, a restructuring of remedial courses and expanded academic support services. Tutoring options increased including a pilot program to offer tutoring in the college dormitories. Online Tutoring was also offered through a statewide effort. Net Tutor made tutoring available 24 hours a day. It is a great supplement to the efforts of our English, Science and Math labs as it covers all subject areas. It is also easier to access in our extended education communities. Student satisfaction of Net Tutors is high, but we are increasing marketing efforts to ensure that all students know about this valuable resource. Actions/Proposed Changes Action/Proposed Change: Shasta College has added an additional goal to increase tutoring and academic support services for our CTE courses. Data show that CTE students are less likely to access the Learning labs and online resources. Options to embed tutors at our CTE sites are



14

being explored. Also, tutoring services in the dormitories were discontinued. The number of students accessing services in the dormitories was low and the model was not cost effective. Expanded marketing about Net Tutoring seemed to be more effective to serve this student population. Means of Assessment and scoring criteria Track usage of on-line tutoring program. Track SI involvement and academic outcomes of students in SI. Survey of student satisfaction for Learning Centers. BSSOT Annual report. (Active). Activities for 2015-18 Institutional Objective 2.2 Activity: 2.2 a

Implement innovative technology-enabled student support services to ease access to existing on-line student support services. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 Significant progress has been achieved to ensure that students have access to on-line support services, including the creation of a mobile app and the streamlining of Financial Aid procedures. These goals will continue in the subsequent Enrollment Management plan including the implementation of website resources to streamline and track the student intake process from application to registration, the expansion of virtual counseling capabilities, an expanded early alert system (Shasta Summit), and the creation of an electronic signature solution that will ease barriers for students throughout our service region. The evaluation of recent on-line student support services, including on-line orientation, will take place next year. Progress: In Progress 16-17 The Student Success Committee voted to implement Hobson's Starfish to provide technology enabled student support services including early alert and eventually the transcript audit and electronic education plans. In addition, a tremendous amount of work was done in 16-17 to plan for the automation of the Financial Aid experience for our students as well as shift staff time to create a more one on one approach when assisting students. This would also take our office paperless, which is another key goal for the Financial Aid Office. To accomplish this goal, the campus will be implementing Campus Logic during 2018-2019 calendar and academic years. Campus Logic is software that will streamline and increase the access for students to apply for Financial Aid at Shasta College. This software would enable students to submit documents electronically through their mobile device (cell or tablet) by completing electronic forms (with e-sign) or uploading a picture, receive text and email notifications from within their portal, and spend less time navigating the FA process. This software also enables students to continue to print out required documents if the student chooses. The software has complex programming



15

built into the portal to only request/verify the absolute bare minimum information required by the Department of Education to collect from students who apply for Financial Aid, as well as skip logic for validating information submitted. Campus Logic also provides the capability to process CAL ISIRS (California Dream Act Applications) in an automated approach. The software would ultimately save the Director and Financial Aid staff time on updating the website, updating forms, programming tied to FAFSA changes/edits, only reviewing student’s accounts that are ready to process, as well as explaining our cumbersome process to students. Progress: In Progress 15-16 An online new student orientation is now available. Enrollment Services is currently developing an online workshop for students on probation. Enrollment Services and Campus Safety are collaborating on the implementation of "Yes Means Yes" orientations. The Enrollment Management Committee is also working to create and maintain an accurate, intuitive web presence and to utilize social media and the student portal, etc. to provide college notices and reminders. Means of Assessment and scoring criteria Complete on-line supports; comprehensive student survey of student satisfaction of services (Fall 2017) (Active)

Activity: 2.2 b Implement technology innovations such as a mobile app and redesigned website to improve access. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 As mentioned in 2.2a technology tools to support students were greatly expanded and improved during the 2015-18 Strategic Plan. Significant effort was placed in Shasta Summit which provides early alert support and increased ability for faculty to communicate with their students (More details attached below). The new website, which will improve access and success for students, is currently in the design phase. The homepage template is complete, and the rest of the templates will be completed during Spring 2019. Content population of the new site will also begin in Spring 2019. Related Documents: Shasta Summit Information.pdf can be found in Nuventive: Strategic Plan Summaries Progress: In Progress 16-17 The college is currently searching for a web master. Revisions to the website will be implemented once the web master is in place. The implementation of the student portal remains in progress. The mobile application is in development with roll-out intended for Fall 2017.



16

Progress: In Progress 15-16 At its March 3, 2015 meeting, the Enrollment Management Committee agreed to change the due date for this initiative to Spring 2016 after hiring is completed for web support. The purpose of this initiative is to reflect a "process focused" website rather than a "department-focused" site. The mobile application is also in development. Means of Assessment and scoring criteria Completed Mobile Ap. Student usage and satisfaction. (Active)

Activity: 2.2 c

Develop and implement marketing strategies to increase the overall student participation rate of students living in outlying areas who take online or traditional courses. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 The Marketing Department worked closely with the Enrollment Management Committee to support significant outreach to students, especially in our extended education sites. This included target outreach to special populations, including adults with some college but no degree with the goal of reengaging former students with our ACE program. Expanded marketing on campus, including campus wide banners, serves to highlight our students and programs and has dramatically improved the overall campus climate. Progress: In Progress 16-17 We have been voted “Best College” in the Best of Tehama County for a few years running. Along with that distinctive title we place at least 4 ads between the Red Bluff Daily News/Tehama Magazine either thanking the community for their support or promoting our campus and classes in Tehama. We also build a program of classes that is inserted in the Red Bluff Daily News twice a year and we do the same for the Trinity Journal in Weaverville. In addition to the print ads we also hang street banners in Tehama (Red Bluff), Trinity (Weaverville) and Intermountain (Burney) reminding the communities that registration for classes is starting soon. We petition to hang the banners up to 3X per year at each location. For each of the extended education campuses we also place ads in the local movie theatres promoting when enrollment/registration is happening. We have reached out as far as Corning by supporting the Corning Olive Festival with an ad in their program. Our radio ads extend to each location and we target a similar radius with our digital SEM, Facebook, and Pandora campaigns when promoting enrollment. In addition, during our enrollment efforts for F2016 we targeted students from all our service areas with direct mail postcards, texts and emails.

https://tracdat.shastacollege.edu:8443/tracdat/viewDocument?y=hBEkzh2t6L6a



17

Progress: In Progress 15-16 The Marketing Committee is in the process of developing a comprehensive, integrated marketing plan. The Enrollment Management Committee will follow up with the Marketing Committee to offer additional support. Extensive outreach was conducted in Tehama County and the extended education sites as well. Means of Assessment and scoring criteria Student enrollment in outlying areas. (Active)

Activities for 2015-18 Institutional Objective 3 Institutional Goal 3 - Shasta-Tehama-Trinity Joint Community College District will increase students’ academic and career success through civic and community engagement with educational institutions, businesses and organizations.

Activity: 3.1 a

Create linkages between academic segments and career fields to provide clearly defined career pathways leading to living wage jobs with career ladder opportunities as evidenced by completions and labor market information. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 In addition to the introduction of HIT/HIM and expanded ACE pathways, from 2015-2018 two new pathways in Manufacturing and Healthcare were created based on labor market demand. The EWD team also worked with 11 of the high schools in our region to build pathways in one or both of these sectors. CTE courses for the pathways that could be dual or concurrently enrolled were identified including WELD70 Intro to Welding, INDE101 Industrial Trade Basics, HEOC110 Medical Terminology, and HIT30 Pharmacology. Major Focus on work-based learning opportunities including utilizing the platform NEPRIS to expose students to careers in each sector. A strategic partnership with two local employers, (Dignity Health and Sierra Pacific) were also started to benefit the high school students enrolled in the pathways by having classroom presentations, job shadows and paid employment opportunities post-graduation at the same time creating a pipeline of talent for our local employers. Progress: In Progress 16-17 In addition to the pathways work already mentioned in this and other Strategic Areas, CTE divisions have done extensive work creating "stackable credentials" so that students can earn multiple certificates on route to a degree. All credentials are directly linked to labor market information. The BAITS division has been leading these efforts. HIM and HIT are two more exciting options for students to ensure living wage jobs with career ladder opportunities.



18

Progress: In Progress 15-16 Shasta College hired three Deputy Sector Navigate to work with CTE programs and advisory committees to better define and develop career pathways. The CTE Career Pathways Trust Grant will allow us to start those pathways while students are still in high schools. Means of Assessment and scoring criteria CTEO survey. Skill builder metrics. Outcome reports and time to degree. (Active)

Activity: 3.1 b

Increase participation in collaborative efforts to improve college readiness as measured by local high school graduates’ college going rates, remediation rates and Shasta College’s transfer rates to four-year institutions. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 The 2015-2018 Strategic Planning cycle saw great strides in this arena including expanded dual enrollment, career pathways, the introduction of the Honor's Program, more Shasta College counselor outreach to the high schools, and capacity building through the High School Counseling Initiative. Through the great work of North State Together, all counties in our service area now have cradle to career partnerships focusing on educational attainment at every level. Remediation rates for students transitioning out of high school have declined significantly, and we will track these students to see if this leads to better student outcomes at Shasta College and through to transfer institutions. Progress: In Progress 16-17 In 2016-2017, Shasta College developed and received funding for North State Together which expanded our collective impact efforts to all five counties in Northern California. This will allow us to take the great work of Reach Higher Shasta and Expect More Tehama to the regional level and will help each county to create their own county-based effort. In addition, Shasta College received funds through the College Promise Innovation Grant to increase college attainment in the region. The College Promise Grant has three objectives; support College and Career readiness in high schools through the training of high school counselors, expand pathways at Shasta College to ensure students get "in and through" in a seamless process; and, expand options for BA attainment in the region. Shasta College also sought and received funds to develop programming that will target adults with some college and no degree. Taken together, these efforts will directly support this strategic objective. Data from the BSSOT grant indicate a decline in remediation for students transitioning out of the region's high schools and that progress will be tracked on-going.



19

Progress: In Progress 15-16 Shasta College continues to be an active member on two "Cradle to Career Collaboratives"; Reach Higher Shasta and Expect More Tehama. Each collective brings education experts and community stakeholders together to expand educational options from early ages through employment. Shasta College supports these efforts through participation in Kindergarten Day, 8th Grade Day, Junior Day, and College Quest. In 2015-2016, Shasta College participated in the Lumina Partnerships for Community Attainment which helped us to develop quantifiable goals for meeting benchmarks across the educational spectrum including goals for kindergarten readiness, early literacy, middle grades awareness, college and career readiness and post-secondary entrance and persistence. Strategies including Dual Enrollment, curriculum alignment and multiple measures have led to a decrease in remediation and an increase in persistence; although improving persistence continues to be a key objective. Means of Assessment and scoring criteria National Student Clearing House, internal data and Aeries Analytics will track college going rates and remediation rates. NSC to track transfer rates. (Active) Activity: 3.1 c

Identify additional local opportunities to obtain BA and BS degrees via partnerships with four-year colleges/universities and develop additional partnerships with four-year institutions to increase student transfer opportunities. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 This work has been a primary focus over the last several years as evidenced by, increased efforts by the Transfer Center, the Honors Pathway Program, expanded Dual Enrollment offerings, introduction of the BOLD program, increased efforts to reengage returning adults, North State Together, College Promise Program, etc. We will continue to track these efforts over time to see if they ultimately lead to increased BA attainment in the region and, to see if time to degree ultimately decreases. The attached research brief documents transfer going patterns of our students but is not fully reflective of current efforts. Related Documents: SE Research Brief Transfer.docx located in Nuventive: Strategic Plan Summaries Progress: In Progress 16-17 In addition to the tremendous work being done through an increase in ADT's, innovative programming through Student Services and the Transfer Center, the college has added a new program that will develop additional partnerships with four-year institutions to increase transfer opportunities. BOLD (Bachelor’s through On-line and local Degrees) is pairing Shasta College Associate degrees with specific online or in-person bachelor’s degree completion programs



20

offered through public or private universities so that students can find streamlined and affordable pathways to achieve educational and career goals. Four-year institutions have been identified for accessibility and quality, including factors such as multiple entry points during the year, affordability, length of time to degree, and regional accreditation. The Shasta College BOLD program will offer 1-unit Student Development classes students enroll in while they are a university student. These classes allow students to develop a BOLD cohort and access Shasta College campus resources (tutoring centers, the library, computer labs/internet, health center and more). In 2017, this program (in addition to ACE for adults seeking AA completion) won an Innovation Award from the California Governor's Office. Consequently, we now have a BOLD coordinator dedicated to marketing this program to all students seeking a BA option without having to leave the region. We are confident that this program, in conjunction to all other efforts, will help us to meet this strategic goal. Progress: In Progress 15-16 Institutional Set Standards indicated a slight decline in students transferring from Shasta College. Due to this slight downward trend in student transfers to four-year colleges/universities over the past few years, the College initiated many efforts to improve student transfer behaviors including the development of a Transfer Center with the addition of staff. Expanded programming, including the implementation of a new course designed to provide students with comprehensive information regarding the transfer process, was also developed. Additionally, the Transfer Center provides students with information about the University of California (UC) Transfer Admission Guarantee (TAG) Program, information about the Associate Degrees for Transfer Degrees (ADTs) offered through the California State University (CSU) system, CSU Instant/On-the-Spot Admissions, plus many other transfer-related topics. Means of Assessment and scoring criteria Articulation agreements. Specified pathways with colleges and universities. Transfer rates disaggregated by equity subgroups to mitigate DI. (Tableau data, CCCCO DataMart) (Active)

Activity: 3.1 d

Enhance student success through involvement in civic and community engagement opportunities as measured by the number of students involved, faculty adding civic and community engagement opportunities to their courses, higher student persistence and raised scores on the student engagement survey. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 The Civic Engagement Center changed its focus over this time period with the adoption of the New World of Work, a program that serves to engage students in the community in multiple ways. In addition, recent efforts to expand engagement include continued work with Reach High Shasta to support the online platform Career Connections to better connect students with career,

https://tracdat.shastacollege.edu:8443/tracdat/viewDocument?y=ZD9hBc6rrDmz



21

internship and civic engagement opportunities. This platform can also be utilized by businesses, teachers, or students for internship opportunities as well as classroom speakers, job shadows etc. EWD also piloted an additional platform, Career XP, made available by the Foundation for California Community Colleges. Shasta College also hired an internship work-site learning coordinator utilizing Strong Workforce funding. This individual is tasked with reaching out to our business partners to generate interest in partnering with the college for internships/work-based learning opportunities. When appropriate, opportunities are entered in the Career Connections portal. The coordinator also assists with the Work-site Learning registration and paperwork when requested by faculty and oversees the Shasta College job board. We are hoping that the outcomes of these efforts will be apparent through the Community College Student Engagement Survey that will be administered in Spring 2019. Progress: In Progress 16-17 The Center for Community Engagement currently has 56 community partners that have hosted Shasta College interns. The internship course (CCE: Civic & Community Engagement) or some version of it has been offered for 8 semesters serving approximately 160 students. We have held one community partner training that included 12 intern supervisors. The focus of the training was to provide best practices for serving/hosting interns. The college is also working with Reach Higher Shasta to create a Career Portal that will link students with engagement opportunities. Additional research of outcomes due to involvement is a priority. Progress: In Progress 15-16 Shasta College has established a Community Engagement Center to coordinate efforts to incorporate various forms of community engagement into the curriculum at Shasta College including Volunteerism, Service-learning, Community Service, Field Work and Professional Development. The mission of the Center is to foster a learning community that facilitates learning for civic engagement in our local and global communities; and that addresses societal challenges through long-term sustainable partnerships through community engagement. The SCCCE works to realize this mission through thoughtful collaboration and partnership-building with the community and the college to support student success and to contribute to the social, cultural and economic development of our region. Evaluation of the services offered will begin in 16-17. Means of Assessment and scoring criteria Track number of students involved, faculty adding civic and community engagement opportunities to their courses, higher student persistence and raised scores on the student engagement survey. (Active)


Activity: 3.2 a

Develop an online portal/platform which will serve as a civic and community engagement database (to track offerings and participation) for students, faculty, staff and community partners to share and track information about opportunities



22

Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 Continued work with Reach High Shasta to support the online platform Career Connections. This is a platform that can be utilized by businesses, teachers, or students for internship opportunities as well as classroom speakers, job shadows etc. Piloted an additional platform, Career XP, made available by the Foundation for California Community Colleges. Progress: In Progress 16-17 Database is still in construction. Additional funding for the efforts was secured through Reach Higher Shasta and EWD. The structure and design of the database and the corresponding web presence has been established. Linking all of the stakeholders has been time consuming, but the overall effort is moving forward in a positive direction. Surrounding counties in our service area are also expressing interest in participation. Progress: In Progress 15-16 This goal is in development. Broad representation from educators, business members and the Public Health Department has created a solid foundation for the effort. Reach Higher Shasta and the Shasta College Economic Workforce Development department are leading the efforts with a consultant ensuring that it is completed on schedule. The database will match students and educators with community and business members that can offer an array of services such as career presentations, internships and business tours. Means of Assessment and scoring criteria Completion of database. Number of employers participating. Student usage. (Active)

Activity: 3.2 b

Develop a communications plan for the community engagement web portal relevant to students, schools, businesses and other community partners resulting in a 10% increase in student work-based learning experiences. Activity Status: Active Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 1718



23

Information about the portal is being shared with end users. Work group of high school teachers was led with support of Reach Higher Shasta; feedback is being incorporated with a formal role out pending completion. Progress: Not Started 16-17 This will be developed upon completion of the database. Progress: Not Started 15-16 This will be developed upon completion of the database. Means of Assessment and scoring criteria Completion of plan. Track student placements. Student Engagement Survey. (Active)

Activities for 2015-18 Institutional Objective 4 Institutional Goal 4 - Shasta-Tehama-Trinity Joint Community College District will institutionalize effective planning practices through the implementation, assessment, and periodic revision of integrated planning processes that are transparent and participatory and that link the allocation of resources to planning priorities.

Activity: 4.1 a

Complete and/or update all necessary plans that support institutional effectiveness, such as the Technology Plan and the second phase of the Facilities Master Plan. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 The Integrated Planning Manual and all supporting plans have been updated accordingly. The Facilities Master Plan will guide the work of our successful Measure H Bond. The 2018-2021 Strategic Plan was created with leadership by College Council and feedback from all constituency groups. The new Integrated Plan combined the efforts of the SSSP, Equity and BSI programs. Both the Integrated Plan and the Strategic Plan align with the new CCCCO Vision for Success. All planning documents can be found on the Shasta College web page under "About SC" and then "Planning Documents". Progress: In Progress 16-17 The Technology Plan was completed and approved by College Council. The 2nd phase of the Facilities Master Plan will steer the successful Bond activities. The mission statement was reviewed in accordance with the Integrated Planning Manual (IPM) and it was determined that the cycle would be extended to six years instead of three. All other planning reviews were carried out in accordance with the IPM.



24

Progress: In Progress 15-16 The items identified in the Planning Calendar of the Integrated Planning Manual, including the 15-18 Strategic Plan were completed as scheduled. The Technology Plan is under development. The Second Phase of the Facilities Master Plan was linked to the work on Bond Measure H. Means of Assessment and scoring criteria Complete plans; monitor progress with stated goals. (Active)

Activity: 4.1 b

Update the Participatory Governance Manual and assess representative groups’ participation levels and understanding of the institution’s participatory governance and planning processes. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 The updated Participatory Governance Manual was approved by College Council in 2016-2017. Representative groups' participation levels will be evaluated in the upcoming Campus Climate Survey which is set to take place in Spring, 2019. Progress: In Progress 16-17 The Participatory Governance Manual and Integrated Planning Manual were updated in 16-17 and approved by College Council. Results from the Shasta College Climate Survey indicated that nearly 94% of 2016 respondents agreed that they were aware of the Shasta College Mission statement, and 96.2% agreed that their area or department focused on achieving the college’s institutional goals and objectives. However, areas for improvement include empowering all employees to have a voice in the district’s participatory planning process as only 58% indicated feeling as if they had a voice in the process, compared to 65.7% in 2014 and 70.2% in 2012. Ensuring broader participation of the process will be a goal for 2017-2018. Progress: In Progress 15-16 Questions regarding the representative groups’ participation levels and understanding of the institution’s participatory governance and planning were included in the Shasta College Climate Survey that will be administered in 16-17. Means of Assessment and scoring criteria Update manual. Climate Survey to track levels of understanding. (Active)



25

Activity: 4.1 c

Update the Staff and Faculty Diversity Plan and then assess the effects of the efforts outlined in the plan as it relates to demographics of the various employee groups. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 The Shasta-Tehama-Trinity Joint Community College District (District) developed and implemented its current Equal Employment Opportunity Plan (formerly the Staff and Faculty Diversity Plan) with adoption by the Board of Trustees on June 14, 2016. The District is updating its plan in accordance with 5 CCR § 53003 for submission to the Board of Trustees for review and approval by June 2019. The District’s Equal Employment Opportunity (EEO) Committee is revising the plan based on data analysis findings from the prior five years of longitudinal data on applicants and hiring decisions and on current year data analysis on potential underutilization based on the monitored groups defined in 5 CCR § 53004(b). The EEO Committee is committed to identifying tangible actions likely to result in increased employment and retention of diverse individuals at all levels of employment within the District. Significant findings and corresponding action plans can be found in the document linked to this section. Related Documents: Strategic Plan Initiative Update - EEO Plan DRAFT 12032018.docx can be found in Nuventive: Strategic Plan Summaries Progress: Completed 16-17 In accordance with the Faculty Staff Diversity Plan, an update to the multiple measure process was delivered on May 10, 2017 to the Board of Trustees. We are working towards progress on compliance with five of the eight of the focus areas this year. Progress: In Progress 15-16 The Faculty Staff Diversity Plan (same as the Equal Employment Opportunity Plan) was created by a task force with broad representation across departments. It was adopted by the Board on May 18, 2016. Means of Assessment and scoring criteria Update plan and annual goals. Track demographics of employee groups. (Active)



26

Activities for 2015-18 Institutional Objective 4.2 Activity: 4.2 a

Develop, assess and appropriately publicize all course-level Student Learning Outcomes and Program Learning Outcomes on an identified cycle with Annual Area Plans and Program Reviews. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 A faculty-led assessment task force began work in 2017-2018 to create a comprehensive plan for the development and assessment of Student Learning Outcomes, Program Learning Outcomes and Institutional Learning Outcomes. The task force has completed the assessment plan which was approved by Academic Senate in Fall 2018. The plan is schedule for first and second reading at College Council in December 2019. Progress: In Progress 16-17 Sara McCurry assumed the role of SLO Coordinator for 16-17. In Fall 2016, Shasta College adopted a 2-year learning outcomes cycle, a modification of our previous cycle in which faculty were required to assess/reflect/implement change in their courses each semester. The modified cycle is comprised of a full year of course assessment (Year 1: Assessment) followed by a full year of reflection and implementation of change (Year 2: Reflection). Each cycle year, the SLO Coordinator and SLO Committee will provide structure and support for the successful completion of learning outcomes by sponsoring related workshops, answering questions, and directing faculty to relevant resources. This modification to our SLO cycle has been approved by both the SLO Committee and the Academic Senate and will allow substantial time for Shasta College employees who assess learning outcomes to reflect upon the results of their learning outcomes assessments, dialog with others, and implement changes to their practice as necessary. Generally, the 2-year cycle will begin with an assessment year. However, in response to faculty feedback on the learning outcome process, we will begin the 2-year cycle in 2016-17 with Year 2: Reflection. Course-level Student Learning Outcomes are not publicized. However, success and retention by discipline and disaggregated by ethnicity can now be access through the Tableau Dashboard. Progress: In Progress 15-16 Jay Davis and Lenore Frigo led the SLO process this year and made excellent progress through visits to other colleges and participation with the IEPI support team. SLO's/PLOS's continued to be linked to Annual Area Plans and Program Reviews. Actions/Proposed Changes Action/Proposed Change: There is not a plan to publicize course level SLO's. (09/27/2017)

https://tracdat.shastacollege.edu:8443/tracdat/viewDocument?y=b17kAj3wAElv



27

Means of Assessment and scoring criteria SLO Steering Committee guides goals and benchmarks. TracDat mapping completed. (Active)

Activity: 4.2 b

Through the Annual Area Plan and Program Review process, assess student attainment of Student Learning Outcomes and Program Learning Outcomes, implement changes to improve results to select outcomes, and assess the implemented changes. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 A faculty-led assessment task force began work in 2017-2018 to create a comprehensive plan for the development and assessment of Student Learning Outcomes, Program Learning Outcomes and Institutional Learning Outcomes. The task force has completed the assessment plan which was approved by Academic Senate in Fall 2018. The plan is scheduled for first and second reading at College Council in December 2018. The SLO Committee is closely evaluating our current Assessment Management System to see if we can more efficiently capture and reflect on SLO's. Evaluating the impact of AMS systems is a priority to ensure that we can carry out the goals of the assessment plan. Progress: In Progress 16-17 The updated process for Program Reviews was approved on 11-9-16 and states: The Program Review Committee, or PRC, is defined by AP 4020. Its purpose is to analyze and assess instructional programs and to make recommendations for improvement. Such assessment may lead to one of three results: continue without qualification; continue with qualification; or discontinue. The PRC reports to the College Council. The new PRC structure will allow us to more clearly carry out this strategic goal with a direct focus on student attainment, SLOs and PLOs. Progress: In Progress 15-16 The Program Review Process is being reviewed for possible updates and changes. Means of Assessment and scoring criteria TracDat and Tableau data to collect and monitor progress. (Active)

Activity: 4.2 c

Plan for, develop and complete the Institutional Self-Evaluation in preparation for the next comprehensive accreditation visit in October 2017.



28

Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2017 Update on Activity Update/Status Summary Progress: Completed 17-18 The Accreditation site visit took place in Fall 2017. The External Peer Team Evaluation report was extremely positive and multiple commendations were awarded. A Reaffirmation of Accreditation for seven years was granted through the ACCJC in January 2018.

Progress: Completed 16-17 In Fall 2016, under the guidance of the Accreditation Steering Committee, the District formed groups in a committee/subcommittee structure to begin the formal process of writing the self-evaluation report. Each subgroup reported back to the ALO on progress. After completing the draft of the Standards sections, the Accreditation Steering Committee gave feedback to lead authors and technical assistance was provided. After completing the draft, further input was sought through the participatory governance structure. To encourage more feedback, the draft was posted on line and two open forums were held. Requests for feedback from all stakeholders took place over the spring. The final draft was approved by the Board in July 2017. Progress: In Progress 15-16 In Fall of 2015, College Council provided direction on the organization of the report. The Accreditation Steering Committee continued to meet regularly and formally began the Self-Evaluation process in Fall 2015. The committee appointed teams to begin exploring the accreditation standards with the charge of gathering evidence and looking for gaps. They were also provided frequent updates about the upcoming accreditation visit and the completion of the Fall 2017 Self-Evaluation report. These teams periodically reported to the Accreditation Steering Committee throughout the 15-16 academic year. The teams submitted notes they collected and evidence files to the Vice President of Instruction and the Accreditation Liaison Officer. Means of Assessment and scoring criteria Complete plan. Complete Accreditation Visit. (Active)

Activity: 4.2 d

Obtain specialized and regional accreditation for the baccalaureate in Health Information Management Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed



29

The Baccalaureate Degree Health Information Management Program is in Candidacy Status, pending accreditation review by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). Progress: In Progress The curriculum for the new BA in Health Information Management was developed in 15-16 in accordance with industry standards and regional accreditation. Progress: In Progress Classes began in 16-17. In Fall 2016, a substantive change request was filed. We will submit for candidacy (accreditation) in Fall 2017. Means of Assessment and scoring criteria File for candidacy in Fall 2017. (Active)

Activity: 4.2 e

Offer professional development activities for faculty and staff which facilitate improvements in such things as pedagogic methods, staff efficiency, leadership development and succession planning, student equity, and student learning and report to College Council, the Academic Senate and the Professional Development Committee on results. Activity Status: Active Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18 The 2015-2018 Strategic Planning Cycle saw great work put towards the Professional Development offerings at Shasta College. The Invest in Our People campaign and targeted efforts to improve culture have had a strong impact on our campus. In addition, formal structures for PD have been established with a better understanding of how efforts are coordinated throughout campus. For example, the Professional Development Committee (PDC) works in coordination with the Faculty Excellence Committee (FEC), a subcommittee of Academic Senate, who oversees the Faculty Excellence Program. The FEC's mission is to promote, improve, and sustain the professional growth of faculty for the benefit of students, and in order to assist the College in meeting its goals. The FEC has developed the professional development calendar/configuration and the institutional criteria for faculty professional development credit; determines the content and schedule for professional development days/activities; assesses faculty professional development needs; and evaluates the overall professional development program. Outcomes of these efforts will be evaluated in the upcoming Campus Climate Survey which is set to take place in Spring 2019. Progress: In Progress 16-17 Excellent progress continues to be made in this area. The Professional Development Committee supports PD for faculty and staff and the Faculty Excellence Committee oversees FLEX options.



30

In Spring 2015, Faculty completed a Professional Development survey to determine high areas of need (Attached). This was a focus in 16-17 where offerings included SLO's and support for Canvas and on-line instruction. A campus wide effort towards maximizing the overall college culture was also started in Spring 2016. Progress: In Progress 15-16 Under the leadership of the Faculty Excellence Program and the Professional Development Committee, significant effort is dedicated towards professional development for faculty and staff. The Faculty Excellence Program is one component of the Professional Development Program at Shasta College. The purpose of the Faculty Excellence Program is to provide opportunities for faculty (full-time, part-time, instructional and non-instructional) to participate in professional development activities that are related to three distinct categories for improvement: faculty improvement, student improvement, and instructional improvement (Title 5, Section 55720).The Faculty Excellence Committee is a standing subcommittee of the Academic Senate and the Handbook was Approved Spring, 2015. The Faculty Association negotiates and approves the academic calendar each year, which includes a designated number of hours for professional development. For the academic years 2014-15 and 2015-16, the academic calendar provides 66 hours (11 days) each year for full-time faculty to engage in professional development (FLEX time). Twelve of these hours are designated for Welcome Back Days, 12 are designated for participation in area planning and the learning outcomes process, and the remaining 42 hours are for the individual professional development activities necessary to support each faculty member’s Annual Professional Development Plan. Part time faculty also received flex time for additional professional development. Related Documents: Faculty Survey analysis.pdf can be found in Nuventive: Strategic Plan Summaries Means of Assessment and scoring criteria Faculty satisfaction survey. FLEX day surveys. Tableau data. (Active) Activities for 2015-18 Institutional Objective 4.3 Activity: 4.3 a

Ensure that the fiscal health of the District is maintained at a level which meets longer term obligations (e.g., OPEB contributions, STRS and PERS employer contributions, the projected effects of the Proposition 30 temporary taxes expiring) while maintaining adequate reserves at a level which does not require special borrowing (e.g., TRANs borrowing). Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed 17-18



31

The District maintained fiscal stability through its budget planning process and its conservative strategy in financial management. The District continues to pay beyond the annual required contribution for OPEB expenses in addition to setting aside funds in an irrevocable trust for OPEB. Progress: In Progress 16-17 The District continues to make significant progress towards this goal. During the 2016-17 year, the District updated its reserve policy allocating a general reserve of 5% with an additional emergency reserve of at least 5%. This sets a floor of 10% for District reserves. This will help ensure the District does not have to resort to short term borrowing using Tax Revenue Anticipation Notes (TRANs). Actions/Proposed Changes Action/Proposed Change: Update: On June 30th, 2017 the portfolio value was at $14,281,308. (09/26/2017) Progress: In Progress 15-16 The District has committed, over the last several years, to put additional funds in a trust that can only be used to pay retiree health benefits. On June 30th, 2015 the portfolio value of the trust was $11,139,135. During the 2015-16 year the District received significant one-time funds such that approximately $1.9 Million was allocated to be deposited in the trust. This accumulation of funds puts the District well ahead of the 24-year amortization schedule used in the 2015 Actuarial review of our Retirement Health Benefits. Means of Assessment and scoring criteria Annual audits. Budget committee. (Active)

Activity: 4.3 b

Pursue special funding sources outside of State funding (e.g., grants, categorical funding, general fundraising activities in partnership with the Shasta College Foundation) to enhance the District’s mission. Activity Assessment Cycle: 2015-2016, 2016-2017, 2017-2018 Target Completion Date: 06/30/2018 Update on Activity Update/Status Summary Progress: Completed In 2017-2018, 17 grants were submitted and 15 were awarded for a total of $5,244,983. Since 2013-2014, 110 grants were submitted, 94 were awarded and a total of $42,577,139 was received. This has allowed the District to support numerous areas of innovation and provide expanded supports for students.

https://tracdat.shastacollege.edu:8443/tracdat/viewDocument?y=aqFoarTOsWK1



32

Progress: In Progress 16-17 The district continues to exceed all expectations in this area. During 2016-17, Shasta College received 17 grants, totaling $7,456,280 and an Innovation Award of $2,000,000. New grant funding included TRiO Upward Bound, California College Promise Grant, and 21st Century New World of Work and Technical Assistance Provider for Employability Skills Integration. Progress: In Progress 15-16 During 2015-16, Shasta College received 24 competitive grants totaling $7,427,850. These were a combination of federal, state, local and private foundation grants. New grants included TRiO ETS, Basic Skills Outcomes, and Renewing Communities, one of only seven funded in the state for educational programs for incarcerated or formerly incarcerated individuals. Means of Assessment and scoring criteria Tracking of Fund 12 projects and outcomes. (Active)