institutional effectiveness committee (iec) march 28, 2016 ......mar 28, 2016 · iec meeting...

IEC Meeting Minutes Monday, March 28, 2016 1

Institutional Effectiveness Committee (IEC) March 28, 2016 Minutes

Committee Chair(s): Faculty:

Lan Hao, Co-chair P Stephanie Yee A

Roberta Eisel, Co-chair A Dennis Korn A

Management: Academic Senate/Faculty:

Arvid Spor P Alfie Swan P

Claudette Dain A Supervisor/Confidential:

Rosalinda Buchwald (for Claudette) P Marilyn Grinsdale P

Lucinda Over A Classified:

Jim McClain A Cathy Napoli A

Linda Welz P Cathy Day A

Robert Sammis P ASCC:

Martha McDonald A Carly Elliott P

Kathryn Jameson-Meledy A Sean Cazares P

Maryann Tolano-Leveque P P = Present; A = Absent

I. Approval of Minutes

Introductions were made just prior to review and approval of the minutes.

Minutes from the February 22, 2016 meeting were approved by consensus.

II. IEPI and Institution-Set Standards Lan referred to the IEPI (Institutional Effectiveness Partnership Initiative) Portal handout

(Attachment One) This portal is where Citrus will insert the agreed upon institution-set standards. These

standards represent year two of the initiative. A significant change for year two is the requirement to adopt one additional metric relating to Basic Skills.

Lan briefly drew attention to the Institution-set Standards List (Attachment Two). She created this reference table to show the comparison/relationship between the ACCJC Annual Report and the IEPI Portal Year Two Metrics

Lan began going over the required standards from the portal –

District Fiscal Viability Indicators Item 1 Fund Balance (Required). Lan assumes we will use 5% which is the minimum

requirement and what we used the year prior. Rosi agreed.

Items 2, 3, and 4 are all (Optional). We will not be submitting numbers for these items.

Items 5, 6, and 7 are all (Required). We will be submitting NO, YES, and YES respectively. College Student Performance and Outcomes Item 8 This item is (Optional). We will not be submitting an indicator for this item.

Item 10 This item is (Optional). We will not be submitting an indicator for this item.


Items 9, 11, 12, and 13 are all (Optional). We are required to adopt and set a goal for one item from these four pre-existing indicators. The group tentatively agreed to adopt Item 9. The portal has not yet been populated with historical data. Lan referred to the six-year historical data table (Attachment Three) created by Yueyi.

Lan explained Completion Unprepared (Item 9) for the benefit of our student representatives: Every year we have a completion indicator on the Scorecard which tracks individual cohorts for six years. Any student within a cohort who has completed one of the following: requirements for a degree or certificate, has transferred or is transfer-ready, is considered a “completer.” Beginning three years ago, completers have been separated into two groups depending on the level of math or English first attempted by the student. If the student attempted a Basic Skills class in math or English – that student is considered unprepared. If the student started a college-level math or English – that student is considered prepared.

Item 14 CTE Rate is (Optional). We will not be submitting numbers for this item.

Item 15 Successful Course Completion (Required). This is also required by the ACCJC Annual Report (14b). This will be set as 69.3% to remain consistent with the ACCJC set standard.

Item 16 Completion of Degrees (Optional). We will not be submitting numbers for this item.

Item 17 Completion of Certificates is (Optional). We will not be submitting numbers for this item.

Item 18 Transfer to 4-year Institutions (For Information Only). Reported number will be consistent with head-count of students who transfer.

College Accreditation Status Indicators Item 19 Accreditation Status (Required). We will be reporting FA-RA: Fully Accredited –

Reaffirmed.

College Fiscal Viability Indicators Item 20 Full-Time Equivalent Students (Optional). We will not be reporting on this item. Most items are optional and we are not required to report on them. We expect the number of required reportable items to increase each year until all are required.

The final IEPI Year Two standards needs to be adopted before the next meeting, Monday, April 25th. Standards should be vetted before going to Steering.

III. Discussion: Building a process to set the institution-set standards and to review andassess themDiscussions should begin in the fall for the following spring (which is when the ACCJC AnnualReport and IEPI Institution-Set Standards are due). ACCJC wants transparency(discussion/dialog) and posted on the website. Additional areas of involvement should beAcademic Senate, Student Services Committee, EPC and any other applicable committeesbefore going to Steering. Include initiatives and activities (similar to the Equity Plan).


IV. Review of the Integrated Planning Model and the Manual Cross Review Lan went over the changes to the model (Attachment Four):

The arrow pointers have been removed from the upper-half of the model

The order of Assessment and Program Improvement have been reversed

Added …which prompt the next cycle to Program Improvement Lan explained the cross review process/assignments (Attachment Five). Jody will email the assignments to committee chairs requesting the assigned pages be reviewed by their committees prior to the next IEC meeting.

V. Other Reports

None Meeting adjourned at 5:05 p.m. Remaining meetings: April 25, 2016 May 23, 2016 June 6, 2016

Recording secretary: Jody Barrass

Administrative Secretary, IRPE

Attachment One

College Indicators for

Indicator Rates - Citrus CCD

District Fiscal Viability Indicators

1. Fund Balance (Required)Ending unrestricted general fund balance as a percentage of total expenditures

Historical Rates2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

17.7 14.5 12.4 14.7 17.8

2. Salary and Benefits (Optional)Salaries and benefits as a percentage of unrestricted general fund expenditures, excluding other outgoing expenditures


88.5 89.2 89.4 88.5 88.6

3. Annual Operating Excess/(Deficiency) (Optional)Net increase or decrease in general fund balance

Historical Values2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

1,880,481 (1,997,515) (1,244,874) 1,666,024 2,343,365

4. Cash Balance (Optional)Unrestricted and restricted general fund cash balance, excluding investments

Historical Values2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

9,594,297 4,426,123 13,363,849 12,146,493 17,252,326

District Programmatic Compliance with State and Federal Guidelines Indicators

5. Audit Findings - Audit Opinion Financial Statement (Required)A ‘yes’ indicates the district has achieved (historical) or has set a goal to achieve an ‘unmodified’ or ‘unqualified’independent audit opinion (minimal or no material weaknesses or significant deficiencies)

Historical Value2014-2015

No

6. Audit Findings - State Compliance (Required)A ‘yes’ indicates the district has achieved (historical) or has set a goal to achieve an ‘unmodified’ or ‘unqualified’independent audit opinion (minimal or no material weaknesses or significant deficiencies)


Yes

7. Audit Findings - Federal Award/Compliance (Required)A ‘yes’ indicates the district has achieved (historical) or has set a goal to achieve an ‘unmodified’ or ‘unqualified’independent audit opinion (minimal or no material weaknesses or significant deficiencies)


Yes

Citrus College

College Student Performance and Outcomes

8. Completion Rate (Scorecard) - College Prepared (Optional)

Page 1 of 3District Indicator Rates

2/29/2016https://misweb.cccco.edu/ie/DistrictRates.aspx

Attachment One

Percentage of degree, certificate, and/or transfer seeking College Prepared (Student's lowestcourse attempted in Math and/or English was college level) students starting first timetracked for six years who completed a degree, certificate, or transfer releated outcome(Goal should be set as rate)


0.0 0.0 0.0 0.0 0.0

9. Completion Rate (Scorecard) - Unprepared for College (Optional)Percentage of degree, certificate, and/or transfer seeking students who were Unprepared for College(Student's lowest course attempted in Math and/or English was pre-collegiate level) starting first timetracked for six years who completed a degree, certificate, or transfer releated outcome(Goal should be set as rate)


0.0 0.0 0.0 0.0 0.0

10. Completion Rate (Scorecard) - Overall (Optional)Percentage of first time degree, certificate, and/or transfer seeking studentstracked for six years who attempted any level of Math and/or English in the first three years,who completed a degree, certificate, or transfer releated outcome(Goal should be set as rate)


0.0 0.0 0.0 0.0 0.0

11. Remedial Rate (Scorecard) - Math (Optional)Percentage of credit students tracked for six years who started below transfer level in Mathand completed a college-level transfer course in Math(Goal should be set as rate)


0.0 0.0 0.0 0.0 0.0

12. Remedial Rate (Scorecard) - English (Optional)Percentage of credit students tracked for six years who started below transfer level in Englishand completed a college-level transfer course in English(Goal should be set as rate)


0.0 0.0 0.0 0.0 0.0

13. Remedial Rate (Scorecard) - ESL (Optional)Percentage of credit students tracked for six years who started below transfer level in ESLand completed a college-level transfer course in ESL(Goal should be set as rate)


0.0 0.0 0.0 0.0 0.0

14. Career Technical Education Rate (Scorecard) (Optional)Percentage of students tracked for six years who started first time and completedmore than eight units in courses classified as career technical education in a single disciplineand completed a degree, cretificate, or transferred(Goal should be set as rate)


0.0 0.0 0.0 0.0 0.0

15. Successful Course Completion (Datamart) (Required)Percentage of Fall term credit course enrollments where student earned a grade of C or better(Goal should be set as rate)


70.6 71.3 72.7 69.2 69.6

16. Completion of Degrees (Datamart) (Optional)Number of associate degrees completed (Goal should be set as count)

Historical Counts2010-2011 2011-2012 2012-2013 2013-2014 2014-2015



Attachment One

California Community Colleges, Chancellor's Office1102 Q Street Sacramento, California 95811Send questions to IE | [email protected]

© 2015 State of California. All Rights Reserved.

1,158 1,262 1,401 1,979 2,383

17. Completion of Certificates (Datamart) (Optional)Number of Chancellor's Office approved certificates completed (Goal should be set as count)


513 478 510 407 1,216

18. Transfers to 4-year Institutions (Datamart) (For Information Only)Number of students who transfer to a four-year institution,including CSU, UC, private and out of state universities (No goal required)


0 0 0 0 0

College Accreditation Status Indicators

19. Accreditation Status (Required)ACCJC accreditation status

Historical StatusJuly2010

Feb2011

July2011

Feb2012

July2012

Feb2013

July2013

Feb2014

July2014

Feb2015

FA-N FA-N FA-N FA-N FA-N FA-N FA-N FA-N FA-N FA-NAccreditation Status DescriptionsFA-N: Fully Accredited - No ActionFA-RA: Fully Accredited - ReaffirmedFA-SR: Fully Accredited - Sanction RemovedFA-SR/RA: Fully Accredited - Sanction Removed and ReaffirmedFA-W: Fully Accredited - WarningFA-P: Fully Accredited - ProbationFA-SC: Fully Accredited - Show CauseFA-PT: Fully Accredited - Pending TerminationT: Accreditation Terminated (No longer used by the accrediting agency after July 2015)WD: Accreditation WithdrawnFA-RS: Fully Accredited - RestorationIA: Initial AccreditationRE-AP: Re-Application for Accreditation

College Fiscal Viability Indicators

20. Full-Time Equivalent Students (Optional)Annual number of full-time equivalent students


12,087.4 11,035.4 11,124.3 11,863.8 12,124.0



Attachment One

Institution-set Standards

For IEC meeting on March 28, 2016

Required by ACCJC Annual

Report

Adopted Standard

IEPI Portal Year II Metrics

1. Fall course completion rate Yes 70.3% Yes

2. Number of students graduating with an Associate degree

Yes 1,270 No

3. Completion/Number of degrees conferred No Optional (#16)

4. Number of students receiving a certificate Yes 1,140

5. Number of certificates conferred No Optional(#17)

6. Number of students transferring to CSU, UC, In State Private and Out of State

Yes 1,260 For Info only (#18)

7. One of the four that relates to basic skills

Yes

# 9 . Completion Rate (Scorecard) - Unprepared for College (Optional) Percentage of degree, certificate, and/or transfer seeking students who were Unprepared for College (Student's lowest course attempted in Math and/or English was pre-collegiate level) starting first time tracked for six years who completed a degree, certificate, or transfer releated outcome (Goal should be set as rate) #11 Remedial Rate (Scorecard) - Math (Optional) Percentage of credit students tracked for six years who started below transfer level in Math and completed a college-level transfer course in Math (Goal should be set as rate) #12 Remedial Rate (Scorecard) - English (Optional) Percentage of credit students tracked for six years who started below transfer level in English and completed a college-level transfer course in English (Goal should be set as rate) #13. Remedial Rate (Scorecard) - ESL (Optional) Percentage of credit students tracked for six years who started below transfer level in ESL and completed a college-level transfer course in ESL (Goal should be set as rate)

8. Three goals adopted for the ACCJC annual report Q22 from the Student Equity Plan

22.

Please list any other institution set standards at your college:

Criteria Measured

(i.e. persistence,

starting salary, etc.) Definition

Institution

set standard

Course completion

rates

The College seeks to increase the overall course completion rates

of African-American students 2% per year

Basic skills course

completion rates

The College seeks to increase Basic Skills completion rates for

Hispanic, African-American and disabled students 2% per year

Degree and certificate

completion rates

The College seeks to increase degree and certificate completion

rates for Hispanic and African-American students 2% per year

Attachment Two

Scorecard Year

Cohort

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

All 1,587 41.9% 1,601 40.3% 1,727 40.0% 1,808 41.3% 1,751 38.8% 1,658 45.8%

Scorecard Year

Cohort

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

All 2,039 30.2% 2,058 28.6% 2,016 29.2% 2,102 30.5% 2,016 30.2% 1,820 36.6%

Scorecard Year

Cohort

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

All 1,638 43.5% 1,888 41.2% 1,677 43.1% 1,948 43.2% 1,723 44.3% 1,425 46.5%

Scorecard Year

Cohort

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

Cohort

Size

Cohort

Rate

All 140 37.9% 119 36.1% 100 32.0% 95 44.2% 91 60.4% 122 62.3%

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

2012 2016 preliminary201520142013

2012 2013 2014 2015 2016 preliminary

2016 preliminary

2012 2013 2014 2015 2016 preliminary

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

2011

2004-2005

#9 Completion Unprepared

#11 Remedial Math

#12 Remedial English

#13 Remedial ESL

2011

2004-2005

2011

2004-2005

2011

2004-2005

2012 2013 2014 2015

Attachment Three

INTEGRATED PLANNING MODELAn ongoing and stystematic cycle of evaluation that ensure the improvement of institutional e�ectiveness

Mission, Vision, Values

Serves as the basis for all college planning

Strategic PlanGuides the direction of the

college’s energies and resources

Annual ImplementationPlan/Progress Report

Board GoalsIdentify the Board’s role in

accomplishing institutional goals and strategic objectives

Educational and Facilities Master Plan

Charts the college’s long-term course toward accomplishing its mission, vision, and values

Institutional Support PlansDeveloped to meet those goals and objectives from the strategic plan not addressed in the Educational

and Facilities Master Plan

Human Resources PlanMeets the strategic objectives

aligned with Human Resources

Sustainability PlanActualizes the strategic objectives

regarding sustainability

Technology PlanGuides the implementation of

technology at the college

Institutional Support Program Reviews

Vehicle for ongoing integration of the needs and recommendations

for the college’s institutional support programs

Instructional Program Review

Academic Support Program Review

Student Services Program Review

Resource Allocation Links program reviews and strategic

planning to resources needed to accomplish institutional goals

Plan Implementation Manages timelines, assesses levels

of success, and reports activities and results

AssessmentA systematic process to document

progress, review planning components and make modi�cations

Establishes the timeline for accomplishing annual goals; reports the results and

success levels of the annual plan

Vehicle for ongoing integration of the needs and recommendations

for the college’s instructional support programs

Vehicle for ongoing integration of the needs and recommenda-tions for the college’s academic

support programs

Vehicle for ongoing integration of the needs and recommendations for the college’s student serbices

programs

Excerpted from 2014-2015 IPMApproved by IEC on 11/24/2014

Program Improvement Uses assessment �ndings to

make necessary changes which prompt the next cycle

Attachment Four

institutional effectiveness committee (iec) march 28, 2016 ......mar 28, 2016 · iec meeting...

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