strategic plan 2014-17 at cypress college, year...

Institutional Research and Planning

Strategic Plan 2014-17 at Cypress College, Year 1

Progress and Evaluation

Institutional Research and Planning

6/10/2015

Table of Contents

Executive Summary .................................................................................................................................................................................... 3

Year 1 of 3 Timeline ................................................................................................................................................................................... 5

Strategic Plan Requests Funded, 2014-15 ................................................................................................................................................. 6

Committee Assessment of Overall Progress on Strategic Directions ........................................................................................................ 7

Strategic Plan: Mid-Year and Annual Actions with Evidence..................................................................................................................... 8

Direction A ..................................................................................................................................................................................... 8

Direction B.................................................................................................................................................................................... 21

Direction C .................................................................................................................................................................................... 31

Measures of Overall Institutional Effectiveness ...................................................................................................................................... 37

Thematic Summary of Strategic Plan Progress: Common Themes, Issues, and/or Needs ..................................................................... 41

Recommendations Moving Forward ...................................................................................................................................................... 42

Executive Summary

Background on Development of Strategic Plan The 2014-2017 Strategic Plan was developed based on input received from nearly 60 campus community members who attended the College’s Strategic Planning Colloquium in April 2014. The Strategic Plan emphasizes the five NOCCCD strategic directions set forth in the District’s Strategic Plan. Cypress College combined District Directions 1 (completion), 2 (achievement gap), and 3 (basic skills) into one Direction, A, regarding student success. District Direction 4 (planning and decision-making) is linked to the College’s Direction B, Organizational Effectiveness and Excellence. Finally, District Direction 5 (community relations) corresponds with the College’s Direction C, Strong Community Connections. Strategic Plan Fund In 2014-15, Cypress College set aside $100,000 in the Strategic Plan Fund. These monies were made available to the campus community to meet the various strategic plan goals and objectives. Eight specific projects across all three college strategic directions were funded after consideration by the strategic direction committees and President’s Staff. Evaluations are currently under way for each of the funded projects. Year 1 in Review The Strategic Direction Workgroup along with Institutional Research and Planning met throughout 2014-15. In May 2015, the group deliberated and assigned ratings on progress made for each goal in the strategic plan. Direction A: Student Success ratings ranged from minimal to moderate progress. Direction B: Organizational Effectiveness and Excellence ratings ranged from zero to moderate. Direction C: Strong Community Connections ratings also ranged from minimal to moderate. The Strategic Plan Workgroup assigned an overall rating of minimal progress. Though a great deal of progress was made during Year 1, an ample amount of work remains to be accomplished in the remaining two years. Measures of Overall Institutional Effectiveness The College uses multiple outcome measures when assessing progress on the strategic plan. These measures include Student Success Scorecard data, Institutional –Set Standards for Student Achievement, Institutional Learning Outcomes, and other measures including success and retention rates, degrees and certificates awarded, transfers, FTES generated and efficiency measures such as WSCH (Weekly Student Contact Hours) per FTEF (Full Time Equivalent Faculty). Each individual measure forms a key piece of the entire evaluation model. Thematic Summary Year 1 overall progress was unanimously ranked minimal by the Strategic Plan Workgroup. Most progress in all direction areas had limited scope in comparison with the College at large resulting in limited systemic progress or implementation. A major theme that emerged was the majority objectives were being tackled in silos targeting small populations rather than College-wide implementation to maximize exposure and impact.

Recommendations Moving Forward The evaluation plan developed by the Strategic Plan Workgroup includes a variety of recommendations through corrective or supportive actions or enhancements in College structures, processes and operations to improve progress. These recommendations include providing more meaningful and timely updates, better presentation and dissemination of outcomes, defining baselines and targets, focusing on CTE and general education along with basic skills and engaging and planning with community entities to develop a seamless transition to college. All recommendations are aimed at improving progress on outcomes towards the strategic plan’s goals and objectives.

Year 1 of 3 Timeline

SP Workgroup Meets

Input on SP ends

SP to Planning & Budget Committee

SP to President's Advisory Council

SP Workgroup Confirms Responsible Parties for each

objective

Responsible Parties provides input on Mid-Year Progress Report

SP Workgroup compiles Mid-Year Progress into a Summary Report

Responsible Parties and SP Workgroup draft an Annual

Progress Report for each objective, goal, and direction

SP Workgroup refines Annual Progress Reports

Distribute Annual Progress Report to Leadership Team

Leadership Team provides feedback

Annual Report to PBC

PBC finishes a draft Evaluation Report

Campus-wide feedback solicited

PBC submits Final Evaluation Report to PAC

Final Evaluation Report posted to Website

Final Evaluation Report Presentation at Fall 2015 Opening

Day

July 28 Aug Sep Oct Nov Dec Jan Feb Mar Mar 14 Apr May June July Aug

Strategic Plan Requests Funded, 2014-15

The Strategic Plan Fund has been fully funded for the 2014-15 year. There were eight funded requests and one denied: three aligned with Direction A – Student Success, two aligned with Direction B – Organizational Effectiveness & Excellence, and three aligned with Direction C – Strong Community Connections.

Total A Amount: $34,800.00 Total B Amount: $19,482.36 Total C Amount: $45,264.80 GRAND TOTAL Funded: $99,547.16

Direction A A A A B B C C C

Title Nursing

Simulation Expansion

Mathematical Concepts

Videos

Anatomy & Physiology

Study Room

Cypress Guardian Scholars Program

DSPS Communicati

on Tools

DSPS Smart Classroom

Auto Tech HS Pathway Project

Athletic Physical Therapy

Treatments

Funeral Service

Assistant

Contact Linda Azen Martin Richard Fee Richard Fee Tiffany

Kaaiakamanu Celeste Phelps Celeste Phelps

Michael Klyde Rick Rams John Sciacca

Objective Improve success rates

Improve success rates;

Reduce the achievement

gap

Improve success rates;

Reduce the achievement

gap

Reduce the achievement gap; Connect

at-risk students to aid success

Obtain technology to employ best

practices

Obtain technology to employ

best practices

Collaborate with local

high schools

Improve transfer

articulation

Enhance Partnerships

Status Yes–10, but 5 only

partial No - 0

Yes – 9 No – 1

Yes – 5 No – 5

Yes – 9 No – 5

Yes – 13 No – 0

Yes – 12 No – 1

Yes – 7 No – 2

Yes – 7 No – 1

Yes – 7 No – 0

Amount $46,840 $10,000 $6,000 $9,800 $7,980 $11,502.36 $33,200 $5,664.80 $22,000

President’s Staff Status

Approved $15,000

Approved in Full Denied Approved in

Full Approved in

Full Approved in

Full Approved $28,600

Approved in Full

Approved $11,000

Total Funded TOTAL A: $34,800.00 TOTAL B: $19,482.36 TOTAL C: $45,264.80

Committee Assessment of Overall Progress on Strategic Directions

Strategic Direction Goal Zero Minimal Moderate Substantial Major

A: Student Success

OVERALL X

A.1: Achievement of Critical Milestones X

A.2: Freshman Access to Math & English X

A.3: At-Risk Student Success X

A.4: Dedication to Student Success X

B: Organizational Effectiveness and

Excellence

OVERALL X

B.1: Maximize Shared Governance X

B.2: Enhance Professional Development X

B.3: Environment of Collaboration X

B.4: Resources Available to Meet Needs X

B.5: Hiring Practices Address Needs X

B.6: Emergency Preparedness Processes X

C: Strong Community Connections

OVERALL X

C.1: Collaboration with K-12 Schools X

C.2: Mutually Beneficial Partnerships X

C.3: Collaboration with SCE X

C.4: Collaboration with 4-Year Universities X

OVERALL RANKING OF STRATEGIC PLAN FOR YEAR 2014-15: MINIMAL

Strategic Plan: Mid-Year and Annual Actions with Evidence

Person Responsible Mid-Year Actions Annual Actions Evidence of Progress

Objective A.1.1 Assess on a regular basis the essential current and projected instructional and service needs of our students

Executive Vice President

No comprehensive, formal need assessment has been conducted so far. There is an ongoing initiative and its effectiveness is assessed.

No comprehensive, formal need assessment has been conducted so far. There is an ongoing initiative and its effectiveness is assessed

Impact of Directed Learning Activities (DLA) on students enrolled in math and English courses has been assessed.

Objective A.1.2 Maximize the proportion of students completing a Student Educational Plan (SEP)

Dean of Counseling

Most students complete an abbreviated education plan (first semester) in group orientations. In these sessions, 30-70 students meet with 2 counselors to create a first-semester plan. In Spring 2014, Counseling added more orientation sessions and increased the student attendance number per session. Students also use walk-in counseling to develop an abbreviated student education plan. Students must also complete a comprehensive education plan (two semesters or more). Most students complete these in a 1-3 unit counseling course. In Fall 2015, more counseling classes were offered to assist students with this. Students also complete comprehensive plans during one-on-one appointment with counselors. In addition, we are implementing Degree Works, an electronic computer program that students, counselors, and evaluators use for educational planning and degree audits. The goal is to have Degree Works available to all counselors, evaluators, and students by Fall 2015. The counselors and evaluators have been trained, and a soft roll out to students is planned for the end of the Spring 2015. Currently, Cypress is working on entering courses found in the 2014-15 Cypress College Catalog, testing the new version, and having counselors input test education plans in Degree Works.

No change from mid-year.

• 1, 263 abbreviated educational plans were completed (1-2 semesters in length)

• 2,132 comprehensive educational plans were completed (all terms until goal met)

• 3,895 total educational plans were completed in Fall 2014


Objective A.1.3 Strengthen the college readiness of incoming students

Deans, Language Arts and SEM

Under the leadership of Hideki Fukusumi, plans are underway to market the Summer Boost Program. English & English/Reading faculty will soon be working on developing appropriate curriculum.

1. Summer Boost marketing materials (flyer and poster) have been developed and translated into Spanish. Arrangements for Korean and Vietnamese are in design.

2. The project manager has met with an Anaheim Union High School District representative and plans to distribute marketing materials to AUHSD counselors.

3. Plans arranged to market Summer Boost at an AUHSD Open House and Cypress College’s Parent Night.

4. The Summer Boost project manager is working with Institutional Research to create program outcomes in order to evaluate its effectiveness.

5. Summer Boost technology and potential instructional space needs have been identified.

• Upon Summer Boost’s conclusion in July, the number of students who placed in higher level courses will be apparent.

• Analysis of 2014 cohort indicates mixed results with some students excelling and some incoming freshmen performing poorly in multiple classes, not just mathematics, suggesting that scaffolding ongoing support during the first semester may improve outcomes.

• Discussions about the logistics of expanding the program for 2015 have identified the need for additional wireless devices and access points. Preparations are underway to secure the necessary equipment.

Objective A.1.4 Improve the success rate of students progressing through specified crucial course sequences

Deans, Language Arts and SEM

1. A Stop-Out Survey was developed and distributed to students, concluding in early March.

2. The curriculum for a Pre-Stats course (Math 24) has been approved. This course will be a campus prerequisite for Math 120 and allow students on this path to complete 2-3 semesters of Math requirements in one semester.


• The results of the survey were shared with the Basic Skills Initiative Committee and with the Language Arts Division. A significant number of English/Reading/ ESL students indicated that they did not enroll in a sequential class the previous semester because they wanted to take other classes. Language Arts instructors will be reminded at the end of the spring semester to encourage their students to continue taking courses in a sequence without a semester gap.

• The survey will be conducted again early in the Fall 2015 semester.

• 3 sections of Math 24 will be offered in Fall 2015. Counselors have been notified of the new course.


Objective A.1.5 Develop and implement a reliable system for tracking students’ achievement, including career attainment, after completion of their Cypress experience

Director, Research & Planning

1. The IR & P Office developed a system to track AA-T and AS-T graduates to determine if they transferred and where.

2. The IR & P Office participated in the CTE Outcomes Survey to track student achievement after leaving the College.


• Report on Spring and Summer 2014 recipients completed and distributed on campus. Report will be updated each year.

• 2014 CTE Outcomes Survey for Cypress completed and distributed on campus. 2015 survey currently in progress.

Objective A.1.6 Conduct a systemic feasibility study of establishing prerequisites for content-area courses, focusing on potential student success benefits and challenges


No feasibility study has been initiated so far. A meeting will be scheduled in late spring to identify parameters of the study. No change from mid-year. No progress.

Goal A.1: Facilitate all students’ achievement of critical milestones by providing excellent instructional and support services, consistent with the Student Success and Support Program and other requirements.

Strategic Direction Coordinator Comments on Progress: Progress is being made, some things seem to be moving slowly, and some comments still indicate a lack of commitment to specific completion dates or full data needed to assess results. For example, on A.1.1, I’d like to know more on the ongoing initiative; when and how it’s being assessed, and what were the results referred to. For A.1.2, to understand our results, we need to know how many students should have completed an SEP.

Overall Progress on Goal A.1: MINIMAL


Objective A.2.1 Develop and implement enrollment management strategies to ensure that targeted incoming freshmen

have the opportunity to enroll in mathematics and English basic skills courses in the first semester.


Summer Boost, a program that enabled incoming freshmen enrollment in basic skills courses their first semester was piloted last Summer and has been enhanced this year in collaboration with the largest high school district in the area, Anaheim Unified HS District. The program not only guarantees incoming freshmen a seat in the basic skills courses, but also ensures they can get up to 12 credits in semester 1 and 2, thereby gaining critical academic momentum their first year.

After a successful pilot of 18 students, Summer Boost is being expanded in 2015-16. The enrollment management committee is also exploring effective student pathways that will be introduced next year.

• Detailed records of students enrolled in courses are maintained. They are tracked to assess their progression in achieving their academic goals.

Goal A.2: Provide increased access to mathematics and English for all incoming freshmen.

The direction chair ratings ranged from moderate to substantial. After discussion as a group, consensus was achieved with moderate. Our strategies have improved, but we had a limited implementation last summer, so it’s too early to tell how our results are. We’ll know more after this summer. The implementation phase is key to the success of this goal now that the strategies have been developed.

Overall Progress on Goal A.2: MODERATE


Objective A.3.1 Reduce the achievement gap among students by removing barriers to success, especially for at-risk students.

Student Equity Plan (SEP) Chair

The SEP Committee researched data to identify achievement and success gaps within population groups. The committee then developed the Student Equity Plan with which to address the achievement gaps. In order to fully implement the plan, Cypress College will hire a Student Equity Director who will promote and coordinate identified activities. As of this date, a Special Project Director for Student Equity has been secured and will begin February 4, 2015 The SPD will begin to work with faculty and staff, immediately, to implement SEP activities to reduce the achievement gaps displayed in the SEP.

The SEP Committee and the Research & Planning department have researched data and identified the achievement and success gaps within specific populations – such as underserved and underrepresented student populations, students with disabilities and economically disadvantaged students – present at Cypress College. The committee has created a Student Equity Plan to address the achievement gaps which includes long-term programming for student success, as well as best practices for implementation of programs that will address the disproportionality observed in each indicator: Access, Course Completion (Retention, Persistence), Basic Skills and ESL Course Completion and Degree and Certificate Completion. A key deliverable of the Student Equity Plan – hiring a SEP Director – was fulfilled, and the appointee began work on the project on February 4, 2015. The Student Equity Director is tasked with the daily operation of the project and implementation of the project on a campus-wide scale.

1. A key deliverable of the SEP– hire a SEP Director – was fulfilled, and began on February 4, 2015. The SEP Director handles the daily operation and implementation of the project.

2. Ongoing, campus-wide calls for proposals to request equity funds for programs, activities and events that support student equity. All areas have received the Funding Request form to petition monetary backing that supports goals/indicators identified in the SEP. Expenditures already completed through SEP funding include:

• The equity fund has supported conference travel for 19 faculty and staff members in order to increase professional development on student equity related issues

• The equity fund has supported 3 field trips for specialized programs that target the student populations identified in the student equity plan

• Translation of College promotional materials – brochures, pamphlets– to support Spanish speaking students and/or their families has started, and will continue during summer; translation of materials in other languages, such as Vietnamese and Korean, will occur in summer/fall.

• Transportation has been provided to the college from local, feeder high schools to streamline the assessment process for incoming freshmen

• A pilot book loan program has been developed for the Health Sciences Div. to test the efficiency of a book loan program; if successful, the program will be explored in other divisions

• Supplemental Instruction has been funded for select summer courses.

• Ongoing funding provided to specialized programs - DSS, EOP&S, STEM2, Puente, Legacy, etc., for various activities.


Objective A.3.2 Develop and implement a process to connect at-risk students to academic and campus resources focused on helping them succeed.

Deans, Counseling & Student Support Services

Summer Boost, a program that enables incoming freshmen enrollment in basic skills courses their first semester is being enhanced this summer to include math and English boost and to improve college readiness.

Summer Boost is a free program that improves the college readiness of incoming freshman by providing them with a refresher in math or English the summer before their first semester at Cypress College. Participation in the program requires students to complete an orientation, assessment, and education plan early in order to get priority registration. The program also guarantees students 12 units and connects all participants with a college counselor

• We are prepared to accept 300 students; estimating 150 will qualify for the boost component. The other individuals will still receive the matriculation benefits.

• Peer to peer interaction will be encouraged to provide a support network outside of the formal learning environment

• Students will have an assigned counselor to provide academic and personal support throughout the semester, including resource referrals, general/ career support, and academic planning

• We are currently working with Research to create an evaluation plan to assess completion and retention rates in comparison to freshman students who do not participate in Summer Boost.

Counselor / Student Success and Support Program Advisor

No Mid-Year Report

English/Reading and ESL Faculty SSSP Advisors: The Assessment Center provides faculty advising to students who assess below English 57, or ESL students who assess high on the CELSA and may be better served in the English sequence. The English/Reading and ESL faculty SSSP advisors review and determine which developmental English or ESL course sequence would be most appropriate for the student. The review involves students’ transcripts and a writing sample when necessary.

These advisors also work with the SSSP counselor to create a bridge between Cypress College and the SCE Cypress Learning Center.

• On average, 40-50 students meet with a faculty advisor and/or SSSP counselor per year.



No Mid-Year Report

SCE/CC Math Co-Lab Project: The Math Co-Lab is a collaboration between the credit and non-credit institutions at Cypress College. The Co-Lab is staffed by one math instructor and various math tutors. Students complete 18 assignments and must receive an 80% or higher on all coursework to pass the non-credit program. This program also provides counseling to all participants to help improve their time management and study skills. The Math Co-Lab counselor acts as a case manager. On a weekly basis, the counselor monitors students’ attendance and progress, and provides interventions to ensure students are successful in making the transition back to Cypress College. Tuition and textbooks are free for students in the Math Co-Lab Project.

• During Fall 2014, seventy-two students enrolled in the program. On average, 70 to 75 students enroll in the program each semester. Success rates: 50% of the students who enroll in the program transition from non-credit to the credit side of Cypress College.



No Mid-Year Report

College Success Factors Index Program: The CSFI is a survey instrument used in developmental math and English courses. Students take the CSFI questionnaire which consists of 60+ semi-personal questions on topics such as: responsibility and control, task precision, competition, wellness, family involvement, school involvement, time management, and expectations. Students then meet with a CSFI counselor for a one-on-one 30-minute appointment to develop a Plan of Action. This plan helps the student identify obstacles that get in the way of their success, such as: work, family issues, procrastination, lack of involvement, etc. With the counselor, students identify some college and community resources that can help support them in their efforts to overcome these obstacles. Counselors refer students to: career counseling, disability services, tutoring resources, financial aid, and time management and study skills workshops. Additionally, in most cases, the professor of the developmental class in which they were referred to take the CSFI also requires an assignment in conjunction with the CSFI program. This helps the student reflect more on their experience with the CSFI counselor.

Approximately 900 students in developmental math and English classes complete the CSFI Program annually. There is data supporting an increase in success, retention, and persistence rates for students who complete this program vs. students who do not participate in the program. Please let me know if you would like these reports. The CSFI showed increases in success, retention and persistence for students who participated in the CSFI program (completed survey and followed up with a counselor). During Fall 2014, the success rate for students who participated in CSFI was 77% compared to 59% for non-participating students, demonstrating an increased success rate of 18%. The retention rate for students who participated in CSFI was 92% compared to 82% for non-participating students, demonstrating an overall increased retention rate of 10%. The average persistence rate (from Fall 2014-Spring 2015) for students who participated in CSFI was 87% compared to 79% for non-participating students, demonstrating an overall increased persistence rate of 8% (Title V-CSFI and ESC Fall 2014 Success and Spring 2015 Persistence March 2015, Institutional Research and Planning at Cypress College).

Special Projects Director

No Mid-Year Report

Probation: 1. Provided 7 workshops, 4 one-on-one sessions, and an online workshop to serve a total of 109 students 2. Hired an adjunct counselor to assist with the facilitation of workshops, interpret data from pre/post-tests, and to provide follow-up counseling to students who attended a workshop. 3. Modified pre/post-test to add workshop SLO's and assess how effective it addresses the SLO's

• Data collected from post-test shows that 88% of students indicated that they "agree" or "strongly agree" that the workshop helped them understand more about Academic Probation

• Students were able to identify 2 main reasons that contributed to their academic difficulty, with "inadequate time management" and "poor study skills" being the most commonly occurring themes

• Long term effectiveness of workshops cannot be determined currently, but their progress will be tracked.


No Mid-Year Report

Dismissal: 1. Students who are dismissed are notified of their dismissal status at the end of every Spring semester, but are provided the opportunity to petition at the end of Fall and Spring semesters. 2. A workshop has been created to help dismissed students put together a strong petition for readmission packet 3. Students who successfully petition and are re-admitted are required to see a counselor to assess their readiness to return, as well as to create a semester educational plan.

Dismissal only occurs in the Spring, when the official number comes out we will assess if the amount of dismissals has lowered then. As students attend readmission packet workshops, we will assess its effectiveness to determine how many students are readmitted as a result of attending the workshop.

DSPS Director

No Mid-Year Report

LD Assessments: Learning Disability assessments are offered to students who are having academic difficulties and who believe they may have learning disabilities. Learning Disability testing results may determine eligibility for DSPS services. Additionally, students are referred to other academic resources designed to compensate for the student's weaknesses and to promote his/her strengths.

LD Evaluations/Screenings: Fall 2013: 57 Spring 2014: 40 Summer 2014: 28 Fall 2014: 59 Spring 2015: 18 (semester to date)

No Mid-Year Report

DSPS Success Workshops: Success workshops are offered to all students (students with and without disabilities) to increase academic success. Topics include: Study strategies, test taking strategies, organizational techniques, time management, and technology in education. Academic resources are discussed during workshops.

Over the last two semesters (Fall 2014 and Spring 2015), DSS has facilitated nine (9) student success workshops. Fifty-five (55) Cypress College students attended the workshops.

No Mid-Year Report

Academic Accommodations: Accommodations are provided to students with disabilities to ensure equal access to college programs and facilities. Additionally, accommodations assist with maximizing students' potential for success in achieving educational and career goals. Counselors meet with students to negotiate accommodations and to guide them to appropriate academic resources.

• As of May 8, 2015, DSS has issued to students approximately 748 Accommodations and Services Agreements (ASA's).

• Data collected from SARS Reason Code “ACCOMM” dated June 1, 2014-May 8, 2015

No Mid-Year Report

Autism Spectrum Disorder Project: DSPS will research and implement a project to support students with ASD beginning fall 2015. This support system will assist students with the development of social skills and disability awareness. Students will learn how to navigate academic support services.

• As of May 11, 2015, DSS is serving 49 students diagnosed with Autism Spectrum Disorder (ASD) or students who display ASD-like symptoms.

• These 49 students will be contacted this summer to solicit interest and participation in the ASD Support Group beginning in Fall 2015.

No Mid-Year Report DSPS/VRC Collaboration: DSPS is collaborating with the Veterans Resource Center to provide veterans with disabilities additional academic support and resources.

• As of May 12, 2015, DSS serves 11 Veterans with disabilities. We just recently began tracking Veteran students, so this number may be larger.

• During the Spring 2015 semester, DSS participated in two VRC activities.

• 1. DSS Lunchtime Presentation 2. Wall of Remembrance Closing Ceremony


DSPS Director

No Mid-Year Report Foster Youth Advisory Board: DSPS has representation on the Foster Advisory Board to offer support to students who may have disabilities.

• SS representative has attended two (2) Foster Youth Advisory Board meetings during 2014-2015. DSS is currently not tracking foster youth served but will begin with the implementation of a new DSS Student Information Management System.

No Mid-Year Report

DSS students are required to update their files at least once per year and meet with a DSS counselor as many times as needed. Students must meet with DSS Counselors as a means of accessing disability services such as determining DSS eligibility, priority registration, disability-related issues, approval of requested accommodations, referrals to outside agencies, crisis intervention, faculty/student liaison, etc.

• As of May 12, 2015, DSS Counselors have met with 686+ students requiring DSS services.

EOPS Manager No Mid-Year Report

EOPS launched Early Scheduling sessions during the Fall 2014 semester to provide students with critical guidance in selecting their Spring 2015 courses prior to the priority registration period. A total of six sessions were led by EOPS counselors and conducted in group format in order to reach more students than what would be possible through individualized counseling appointments alone. EOPS counselors shared important information about academic and financial aid policies, and all students were able to individually consult with a counselor to confirm their planned Spring semester schedule was in accordance to their comprehensive SEP.

EOPS tracks the number of students that attend Early Scheduling sessions each semester. In the Fall, students completed surveys at the end of the sessions to provide feedback for improvement. For example, results showed that on a scale of 1-5 with a rating of 5 as Strongly Agree, 84% of students strongly agreed that the Early Scheduling sessions offered useful information. Students will continue to receive an evaluation at each Spring session and data will be forthcoming.


No Mid-Year Report

EOPS students enrolled in the CARE program were given the opportunity to participate in two CARE seminars during the Fall 2014 semester. Topics focused on self-concept and self-esteem in order to provide students with a foundation for their academic and professional success. Students who attended were given grants, thereby incentivizing them to participate. These grants provide much needed financial assistance to CARE students who struggle to balance school, work, and raising their children as single parents. EOPS students are provided with Book Service Awards to purchase their required textbooks in the fall and spring semesters in order to mitigate the financial hardships that often hinder their academic success. EOPS students are required to see their EOPS counselors at least three times each semester. These appointments help to ensure that students have comprehensive educational plans on file, that they are following their educational plans, and that they are referred to appropriate campus and community resources when needed in order to help them reach their graduation and/or transfer goals.

• EOPS tracks CARE students who participate in seminars each semester. Tying the CARE grants to demonstrated academic success such as GPA, semester completion of required units, graduation/transfer, and in this case attending important seminars, has increased student seminar attendance and adherence to program academic performance expectations.

• Eligible students received individual Book Service Awards of $250 totaling $96,407 in the Fall 2014 semester. In the Spring 2015 semester, individual awards of $200 per eligible student totaled $76,570.

• In the Fall 2014 semester, a total of 520 EOPS students met with their counselor at least three times. A total of 1706 appointments were completed with the three EOPS counselors in the 2014 Fall semester.


No Mid-Year Report

Veterans Resource Center Students have 2 academic counselors and a mental health counselor available through the Veterans Resource Center. Information and resources are brought to students via on-site workshops (3 workshops in the Fall). A resource wall was created to bring information to students on resources/services available to them (housing, scholarships, events, basic needs, scholarships, etc.).

• Approximately 500 students were seen by the academic counselor in Fall 2014 and 735 students were seen in Spring 2015.

• 36 Veteran students have accessed mental health services and 17 students’ access mental health services on a weekly basis.

• Workshop #1 CAlVET - 15 students attended.

• Workshop #2 Community Resources: Posse, Volunteers of America and 211OC-17 students attended.

• Students visit the resource wall for information and inquire about services posted on the wall.



No Mid-Year Report

Foster Youth The Cypress Guardian Scholars program was created in Fall 2014. If determined eligible students are connected to resources for financial aid, EOPS, and/or TRAC programs for additional support. Students are assessed and triaged to community-based resources for housing, basic needs, tutoring, school supplies, scholarships, etc. The Cypress Guardian Scholars program was awarded Strategic Plan Funding to support services for students (including but not limited to textbook funding, life skills workshops).

• 16 foster youth were enrolled in the Cypress Guardian Scholars Program for Fall 2014.

• 15 students were referred to financial aid for additional assistance.

• 8 students are enrolled in EOPS. • Funds have been used to provide a

textbook loan program and an End of Year Celebration.

• 13 students have accessed the textbook loan program.

• 16 students were referred to scholarships including Orangewood Children's Trust Fund, Burton Book Fund and Chafee Grant.

• 10 students were awarded Burton Book Fund, 4 students were awarded the Chafee Grant and 7 students were awarded the Orangewood Children's Trust Fund.

• 3 students were referred to housing resources, 5 students were referred for employment resources and 2 students were referred to medical services.

• 7 students attended the Cooking for College 101 workshop.

• 3 students attended the field trip to Cal State University, Fullerton and

• 9 students attended the End of Year Celebration: Joining the Workforce workshop.


Goal A.3: Develop and implement programs and services aimed at helping at-risk students succeed in basic skills and college-level courses.

The direction chair ratings ranged from moderate to substantial. After discussion as a group, consensus was achieved with moderate. Improvement has been made and primarily due to the addition of staff to accomplish this. While progress has definitely been made on this goal, note the need for more specifics on results and/or suggestions to increase results.

Overall Progress on Goal A.3: MODERATE


Objective A.4.1 Make student success a pervasive theme of discourse throughout the College.

President

1. Established theme of "Students First" on opening day. 2. Shared with College on opening day the outstanding student

success results in English and ESL from the Student Success Scorecard.

3. Approved Student Equity Plan and shared with College at Leadership Team meeting. Implementation of Plan ongoing.

4. Implementation of SSSP programs. 5. Increased funding of 1-Time requests ($1 million for 2014-

2015) to support programs of the College.


• Student-focused discussions at College committees.

• Significant funding of student success initiatives in accord with Strategic Plan, Student Equity Plan, and SSSP allocations.

• Significant success data in English, ESL, CTE, and other programs of the college, including health sciences student success.

Goal A.4: Dedicate the campus community to student success.

Moderate success has been made. However, the main group that has an impact on Student Success is faculty (full and part-time), and more needs to be done to engage them in this process. This requires measureable objectives with dates of expected accomplishment.

Overall Progress on Goal A.4: MINIMAL


Objective B.1.1 Make student success a pervasive theme of discourse throughout the College.

Chair, President’s Advisory Council

Inclusion on agendas for both President's Advisory Cabinet and Diversity Committee. Presented information and discussed significance and importance of engaged participation of constituent representatives.


Inclusion of information as agenda items for PAC and Diversity Committee; adherence to principles of participatory governance across the campus.

Goal B.1: Create an organizational structure and practice that maximizes shared-governance and a sense of ownership of the decision-making process within Cypress College community. Much more direction and policy needs to be disseminated down to every person on campus. The Direction Committee last year was frustrated by the lack of decision making information trickling down to all groups on campus. The campus climate survey shows evidence and dissatisfaction concerning this process.

Overall Progress on Goal B.1: MINIMAL


Objective B.2.1 Increase faculty and student services staff participation in professional development activities.

Staff Development Committee

1. Expanded Staff development Committee to include two adjunct faculty

2. Scheduled International Women's Day event to promote student motivation and success.

1. Expanded Staff Development Committee to include Adjunct faculty.

2. Scheduled International Women’s Day event to promote student motivation and success.

3. Two calls for applications for Staff Development conference funding.

4. Facilitated group discussion on coordinating Diversity focused series of professional development opportunities to be offered 2015-2016.

5. Opened New Faculty Seminar up to faculty. 6. Recruited faculty presenters for District Technology Fair.

1. Increased Adjunct Faculty participation on Professional Development Committee from 0 to 2.

2. Girl Rising film event represents an increase by 1 from last year in professional development offerings related to International Women’s Day, student motivation and success, and diversity. The event was attended by 114 students, 9 faculty, and 2 student support services staff.

3. Increase in conference funding applications from 43 for academic year 2013-2014 to 53 in academic year 2014-2015.

4. This new activity represents an increase of 3 informal opportunities for faculty/staff to discuss campus diversity/equity issues compared to last year. “We are Cypress” will continue to meet as needed. Ten faculty/student support staff/office administrators attended, representing DSS, GLADE, Foster Youth, Veterans, ESL, Library, Human Services, English, and Reading attended.

5. No New Faculty Seminar was offered in 2013-2014. The 2014-2015 New Faculty Seminar represents an increase in professional development activity. Two new faculty hired in 2013 were invited to participate and 8 new faculty hired for 2014-2015 were invited. Generally only 4 could attend due to schedule conflicts.

6. Participation in the District’s first “Best Practices Symposium: Emerging Technology in Teaching and Learning” represents an increase in faculty and staff professional development activity. Presenters from Cypress included 1 full-time faculty, 4 adjunct faculty, 1 manager, 2 professional development co-coordinators. 14 Cypress staff/faculty registered for the event.


Objective B.2.2 Research training models and approaches that show promise in helping faculty and staff improve student learning and

student achievement, and implement on a pilot basis the models and approaches that best fit the College’s needs.


1. Attended Staff Development Summit to research new models for possible implementation

2. Reviewed past practices for New Faculty Seminars at NOCCCD and other Districts

3. Developing Needs Assessment for faculty and staff professional development.

1. Attended CCC Professional Development Clearinghouse Summit, 4C/SD Conference, and Cerritos College’s Center for Teaching Excellence to research new models for possible implementation (West LA Tech Fair menu, College of the Canyons Mentor Program).

2. Reviewed past practices for New Faculty Seminars at NOCCCD and other districts (Fullerton New Faculty Seminar, Adjunct Academy, and Fullerton College Learning Program Plan).

3. Distributed informal needs assessments/survey at each of three campus events: Adjunct Faculty Orientation (January 2015), DOMS Luncheon (April 2015), Classified Appreciation Luncheon (April 2015).

1. We have Two models collected. 2. Three models collected. 3. Results of surveys are still being

compiled and analyzed: a. 20/47 Adjunct responded b. 104/115 Classified responded c. 9/10 DOMS responded

Objective B.2.3 Increase the number and proportion of personnel proposing new ideas and applying for Innovation Fund resources.


No action taken.

• The Professional Development Co-coordinator attended the District Innovation Fund application presentation to become familiar with the process. Faculty & Staff were encouraged to attend and apply.

• Professional Development DOMS luncheon (April 2015) was the first of its kind. It was an informal event created to discuss common concerns and to encourage feedback from Division Office Managers as to their professional development needs.

• According to District, 5 Innovation Grant applications were received from Cypress during 2014-2015.

• DOMS calendared one meeting per week from June 3 through July 29, 2015 to discuss and create the first DOMS Procedures Manual. Topics will include District Accounts Payable, Banner Finance, Argos, Staff Assignment Sheets and Scheduling (Professional Experts, Hourly, and Reassigned Time). Expected date of publication is July 29, 2015.

Goal B.2: Enhance professional development. The direction chair ratings were all moderate except for one minimal rating. After discussion as a group, consensus was achieved with moderate. Staff Development got off to a late start and shared by two persons who have worked very hard to achieve progress. Continuation of work started now needs to show results. New faculty need mentorship. The Innovation Fund also needs more direction.

Overall Progress on Goal B.2: MODERATE


Objective B.3.1 Empower new faculty, staff, and administrators to become active members of the campus community.


Assist EVP with New Adjunct Faculty Orientation.

1. Held three New Faculty Seminars during 2014-2015. 2. Administration agreed to Staff Development request to

require new faculty hires be freed from scheduling and attend monthly New Faculty Seminar meetings for the 2015-2016 school year.

1. There were 8 new full-time faculty for 2014-2015 and 2 for 2013-2014 invited to participate. Due to difficulties in accommodating schedules, only 4 of 10 could attend meetings. Last year there were no New Faculty Seminar meetings scheduled at all, so this is an improvement.

2. Deans have been notified not to schedule new incoming faculty on Fridays for 2015-2016 if at all possible.

Objective B.3.2 Provide regular opportunities for faculty, staff, and administrators to collaborate, engage, dialogue, share, and socialize with each other.


Conducting New Faculty Seminar with ongoing meetings for faculty development in Spring 2015.

1. Every Staff Development activity includes time for socializing and refreshments.

1. Fall 2014 data not available because the position of Staff Development Coordinator was empty until mid- semester. Spring 2015 activities and attendance:

a. Adjunct Orientation - 47 b. Spring Opening Day – 343 (68

classified, 31 managers, 144 faculty)

c. New Faculty Seminars (between 1-10 for each meeting, includes presenters, facilitators)

d. International Women’s Day Girl Rising film event – 114 students, 8 faculty/managers

e. Strategic Conversation # 16 Hosted by Cypress & attended by faculty/staff throughout the District – 108 (24 FT faculty, 12 adjunct, 8 classified, 34 managers, 3 College Presidents, 1 Provost SCE, 16 students, 7 trustees, 1 Interim Chancellor, 3 other)

f. Classified Appreciation Day – 115 Cypress, 13 SCE

g. End-of-the-Year Luau - 147


Objective B.3.3 Establish forums and other systematic opportunities to solicit input from students on student success and other important issues facing the College.

Director, Student Activities

Will be addressing these solicitation opportunities from students at various A.S. Events throughout the year. The feedback will be collected and made available as needed.


Have spoken to A.S. Council on getting feedback from students at the up and coming Spring Semester Events. Will seek assistance on survey development so we can distribute to students in A.S. council and general student population.

Goal B.3: Foster an environment of collaboration, collegiality, teamwork, communication, courtesy, and respect. The direction chair ratings ranged from minimal to moderate. After discussion as a group, consensus was achieved with minimal. The leadership has provided continuing activities. Evaluation of these activities, particularly in goal B.3.3 and how they really serve the campus needs to be part of this. Student involvement also needs to be implemented.



Objective B.4.1 Mount an effective campaign to develop additional grant funding as required to meet identified student needs.

Grants Administrator

1. Collaborated with IVC, CCCD, RSCCD and OCDOE on Career Pathways grant application.

2. Developed CTE Enhancement (60%) Grant Application 3. Development of 40% CTE Enhancement application in progress. 4. Sought renewal of CTE/STEM Teacher Prep Grant 5. Working on IDRC grant application with TESLA Motors, TOYOTA

and others. 6. Now assessing a DOE Grant for curriculum development and

instructional equipment. This grant will also engage industry partners.

7. Federal Title V project development for future application will begin in January 2015.


1. Collaboration was awarded a $10M grant in which CC is sub grantee

2. Received $479,000 award. 3. Award of $308,000 pending 4. Received award of $140,000 5. Meetings with TESLA. Application to be

submitted in February 2015 6. Meetings with Toyota, and other

partners to assess opportunity and develop writing strategy is underway

7. Requests for future project direction, activities, etc., has been initiated. meetings will occur when faculty return in Spring 2015.

Objective B.4.2 Develop other alternative revenue streams to meet identified student needs.

Executive Director, Foundation

Alumni Development - Some of the Foundation's top donors to Americana, Golf, and the President's Circle and to Planned Giving are Alumni and Retirees. Development of these relationships will result in increased resources to the College. 1. Have put in place a three-year Alumni Development Plan. 2. Alumni Development has been included as one of the

cornerstones of the College's 50th Anniversary Plan. 3. Have received funding from Planning and Budget to hire an

Alumni Development Coordinator; this person is in place. 4. Have re-designed Cypress Alumni Facebook Page, and

established launch date.

Expand Major Gifts Donations to Foundation - Currently Developing plan for Foundation to expand its staff to include a development specialist, whose exclusive job would be to cultivate and secure new donors to the College.

ALUMNI DEVELOPMENT - Some of the Foundation's top donors are Alumni or Retirees. That’s the case with donors to/sponsors of the Americana Awards Banquet, the Cypress College Golf Classic, and the President's Circle and with Planned Giving. Yet no particular effort has yet been made to development these relationships. Making a concerted effort to connect with and engage Alumni and Retirees will result in increased resources to the College. Actions: 1. Have put in place and implementing a three-year Alumni

Development Plan (through 2016-2017). 2. Alumni Development has been included as one of the

cornerstones of the College's 50th Anniversary Plan for 2016-2017.

3. Have received funding from Planning and Budget to hire an Alumni Development Coordinator; this person is in place.

4. Have re-designed Cypress Alumni Facebook Page, kicked off a new launch (February 4), and invited key alumni to key campus event (February 18, 2015 President’s Reception).

INCREASE MAJOR GIFTS DONATIONS TO THE FOUNDATION. The Foundation is currently developing a plan for to expand its staff to include a development specialist, whose exclusive job would be to cultivate and secure new donors to the College. Plan to be submitted to Planning and Budget by end of Spring Semester 2015.

• Hired Alumni Development Coordinator.

• Recruited Alumni Development Team to pursue alumni relationships via social media

• Launched a new Cypress Alumni Facebook on February 4. The initial goal of securing 250 "likes" by that date was reached. Currently that number is at 271. Weekly messages to that audience are posted. Select Alumni were invited to a reception hosted by the President on February 18, and while the turnout was small, key contacts were established. Alumni Team now addressing next steps.

• Three Alumni Team Members have joined the College’s 50th Anniversary Committee, which begins meeting March 20, 2015. Alumni involvement is paramount objective of the Anniversary Celebration.


Objective B.4.3 Obtain and maintain technology, equipment, and supplies needed to employ best practices in both instructional and support programs.

Director, Academic Computing

Approved funding for a number of technology needs include:

1. Annual technology replacement funding to include PC replacement for staff, faculty, and instructional labs. Media replacement includes replacing aging classroom projectors and Network Infrastructure replacement includes the replacement of aging data switches.

2. Wireless Infrastructure upgrade funding for phase one includes increasing access to our wireless system across campus to include inter-building access for all buildings on campus. We have also increased access to exterior areas where students seem to congregate i.e.: Gateway, Pond and athletic fields. Also added was a second wireless controller for system redundancy and network management software to aid in daily operations. With the software and redundant controller, an additional subnetwork has been added providing priority services to instructional lab/classroom systems.

3. Equipment has been procured for six more Smart Classrooms.

4. Touch Screen monitors have been installed to meet Windows 8 instructional needs in our Business Division.

5. Legacy Scantron Scoring machines have been replaced in the Health Science Division office.

6. Monitor upgrades installed in the Digital Photography Lab. Additional projects include: The campus Security Camera System received funding to upgrade 82 legacy cameras, upgrade from one to four file servers supporting the 164 camera's and system redundancy. Storage was also added with the new servers to support video retention and redundancy. Four Winds Interactive was the vendor selected for adding Digital Signage across the campus which includes campus information being created and displayed on TV's in building common and campus marquee's in phase one of the project. Academic Computing was awarded a new position, Web Content Specialist to obtain and sustain information provided from our website. While in the process of hiring this new position, hourly staff have joined us for website support to fulfill immediate needs including addressing aging images within the site, our main webpage needs providing current and future information primarily for our students and public visiting our campus.


1. Staff/faculty PC replacements installed. Instructional labs have also been completed. Ten new projectors were purchased and installed in classrooms with the oldest models. 15 new network switches installed and operational. 2. 118 new Wireless Access Points (WAP) were installed. An additional 15 WAP's were purchased and held for deployment to meet system demand needs for Fall 2015 when highest demand. Outdoor antennas scheduled for installation June 2015. Wireless system will continually be monitored and underserved areas noted for immediate installation with additional WAP's in stock. 3. Smart classrooms: All systems have been installed and operational and currently in use. 4. Touch Screens: Completed. 5. Scantron System: completed. 6. Photography monitors: completed. Additional projects status: Campus Security Camera upgrades: 95% complete. Rooftop and additional Bookstore cameras were ordered and scheduled for installation June 2015. New servers/storage operational since January 2015 supporting the system. Also added storage to support a minimum of 30 days of video as requested. Digital Signage: System installed, training complete and new marquee is up. New hardware systems and wiring to deliver content to monitors in lobby areas is set for June 2015 with completion est. early July 2015 to conclude Phase One. Web Content position will publish May 2015 and position filled by July 1, 2015.


Objective B.4.4 Ensure that strategic planning for capital improvements (including facilities modernization and infrastructure)

address current and future learning, teaching, and student support needs effectively.

Vice President, Administrative Services

With the passage of the Measure J bond measure, we are now in the process of hiring the consultants who will work closely with faculty staff whose work areas have projects in the Educational/Facility Master plan. The process of planning new construction or modernization of existing building will allow for ample input from staff/faculty to address current/future needs along with guidance from experts (architects, etc.) whom we will retain.


• Election results demonstrate passage of bond.

• Draft construction schedule for all projects identified in the Master Plan.

• Board approval of architect pool with expertise in the areas we will be building and modernizing.

• Development of job descriptions for Construction Manager.

Goal B.4: Ensure that financial, physical, technological, and related necessary resources are available to meet the essential instructional and service needs of our students. The direction chair ratings ranged from minimal to major with most folks saying moderate. After discussion as a group, consensus was achieved with moderate. The grant process on campus is strong with limited campus resources provided. Documentation of the grants awarded is noted. More revenue streams have been identified and progress to develop these has been noted. Instructional and capital needs on campus are being prioritized through the passing of the Bond Issue Measure J. One-time funding is moving through all direction committees to be prioritized by the Planning and Budget Committee. More requests for capital, instructional, and equipment needs far exceed the budget available. This is particularly true of the one-time funding requests in which the majority of requests targeted goal B.4 with more than 20 requests going to Direction B compared to only 7 for Direction A and 1 for Direction C.

Overall Progress on Goal B.4: MODERATE


Objective B.5.1 Collaborate with the District Office of Human Resources to establish and institutionalize development, recruitment, and hiring practices that facilitate greater diversity among

College personnel, and that focus in part on providing models of success and achievement for our diverse student population.

Diversity Committee Chair

1. Consideration of revisions to mission of Diversity Committee to focus on Inclusiveness as a core value of the College

2. Liaison representation on the Diversity Committee of Dr. Ken Robinson, District Director of Equity and Diversity.

3. Discussion at the Deans Council of the importance of deans serving to monitor and advance diverse pools of candidates for our positions, particularly the 18 full time faculty positions we will be hiring.


• Approval of Diversity Committee mission revisions, Fall 2014.

• Ongoing discussions with deans and hiring committee members of the importance of supporting diversity in all of our hiring practices.

• Increase over time in the diversity of our employee pool.

Goal B.5: Collaborate with the District Office of Human Resources to ensure that hiring and other human resources practices address current and future learning, teaching, and student support needs effectively. The direction chair ratings were all minimal except for one moderate. After discussion as a group, consensus was achieved with minimal. More work and efforts will result in more evidence of progress. Follow through on the dialogue with district human resources is a key to success on this goal particularly when committees forward candidates to interview and district human resources rejects those interview candidates. A more formal process for reconsideration of potential interview candidate that are rejected by district human resources needs to be developed. This is in keeping with our College core value of inclusiveness.



Objective B.6.1 Collaborate with the District Office of Human Resources to establish and institutionalize development, recruitment, and hiring practices that facilitate greater

diversity among College personnel and that focus in part on providing models of success and achievement for our diverse student population.

Vice President, Administrative Services

No action taken place as the individuals who lead the training are required to be recertified prior to the beginning of the training. No change from mid-year. • No progress, no evidence.

Goal B.6: Formalize emergency preparedness processes to promote a culture of safety. The direction chair ratings were unanimous at zero. Better progress needs to be achieved for this goal now.

Overall Progress on Goal B.6: ZERO


Objective C.1.1 Develop and implement specific plans with high schools to collaborate effectively on identified problem areas.

Dean, Student Support Services

1. Summer Boost Program is in development. 2. Discussions to accelerate opportunities for AA & Transfer for

high school students are underway via the Anaheim Collaborative.

3. Connections with high school counselors to improve perceptions of community college within our local feeder high school community are ongoing.

1. Summer Boost Program is clearly defined and as of May 2015 students are enrolled and program. Program is executed and completed by July 2015.

2. Discussions to accelerate opportunities for AA & Transfer for high school students are underway via the Anaheim Collaborative.

4. Connections with high school counselors to improve perceptions of community college within our local feeder high school community are ongoing.

5. Cypress College hosted “Outreach Week” during April 24-May 7, 2015. Over 500 K-6 graders visited the campus and participated in hosted division tours consisting of small groups (approximately 10-15). All instructional divisions at Cypress College participated.

6. Parent Night was held on April 24, 2015 and approximately 250 high school seniors participated. Trish Lockhart (Counseling Lead for AUHSD) assisted in communicating with counselors and Cypress Staff (Lark Crumpler and our counselors) had 1:1 visits with schools to promote the event.

7. A Student Ambassador online application was launched on May 8, 2015. This will serve as a new tool to recruit students to help staff and implement outreach activities at local K-12 schools starting in 2015-16. Training will be conducted during the Summer 2015.

• Summer Boost flyer was completed and English/Math faculty confirmed their Summer 2015 curriculum. Marketing efforts and application process have been implemented and meetings with AUHSD were held on March 4, 2015 with Trish Lockhart.

• On February 25, 2015, 292 high school seniors attending Senior Day were provided a presentation at Cypress College by Hideki Fukusumi about the program and how to take advantage of it. This presentation was the initial kickoff for marketing the program.

• Dr. Bandyopadhyay is leading efforts with AUHSD and Drs. De Dios and Rams to engage in dialogue to improve and enhance access and pathways for high school seniors.

• Parent Night and outreach efforts have become more consistent and interest in campus tours and outreach coordination have increased.

The Dean’s discussed outreach coordination at their April 28, 2015 meeting and preferences to coordinate among CTE, Student Support Services, STEM, and other outreach initiatives on campus.

Goal C.1: Establish more effective collaboration with K-12 schools. The direction chair ratings ranged from minimal to moderate. After discussion as a group, consensus was achieved with minimal. It appears that we are positioned to make measurable progress – thus far does not appear like we’ve had much movement. There has certainly been a great deal of effort put forth by college personnel in this area; however our partners like Anaheim Union High School District, our primary feeder group, haven’t reciprocated as much as we would have liked thus far.

Overall Progress on Goal C.1: MINIMAL


Objective C.2.1 Work with campus CTE program advisory committees to develop and enhance partnerships with Cypress College.

Dean, CTE

1. New partnership with TESLA Motors is in the MOU stage. Two meetings and been held and faculty and staff have visited the new TESLA Motors maintenance and repair facility.

2. Engagement of the AT&RE SN and DSN in the AC/R Advisory process.

3. SEMA representation has now been included in the AT advisory process.

4. There continues to be an ongoing effort to add and revitalize the advisory membership in all CTE areas.


1. Advisory Committee minutes; development and discussion of goals and objectives, and commitment of participation from TESLA.

2. The SN and DSN are assisting in the program approvals for the new EST program which aligns with the existing AC/R and AT programs.

3. Resulted in SEMA sponsoring an all-day automotive specialty equipment event that brought several industry leaders to campus to speak on a variety of topics.

4. New advisory members are reported for most Advisory Committees.

Objective C.2.2 Integrate and coordinate all campus outreach efforts to business and civic groups.


No progress yet made.

Working Group has been formed to address this objective. Members include Director of the Foundation and Community Relations, the Dean responsible for Economic Development and for 24 Advisory Committees, and the Dean of Business (and former President of the Cypress Chamber of Commerce).

Initial meeting held 3/9/15 and 2nd meeting March 13, 2015. Committee has identified key issues: 1. Before we “integrate and coordinate all campus outreach

efforts to business and civic groups,” we need to understand why this is necessary. What purpose will it serve?

2. Before any integration/coordination begins we need to understand who it is we are integrating and coordinating in the first place. In other words, the groups referenced must be identified.

3. How will this effort be measured?

Initial responses to the three key issues identified above have been drafted.

No other tangible results have yet been

accomplished. Task Force next meets March 13, 2015.


Objective C.2.3 Establish and sustain connections with community ethnic organizations.


1. College has Joined Orange County Hispanic Chamber of Commerce and we have recruited College Manager (Joyce Carrigan) to serve as point person. Raul Alvarez will also participate.

2. College has joined Vietnamese American Chamber of Commerce and we have recruited College Managers (Dao Do and Yongmi Han) to serve as point persons. Raul Alvarez is also participating.

3. College (Santanu Bandyopadhyay and Raul Alvarez) engaged with Vietnamese Americana Chamber in planning Job Fair to be held at the College (not yet confirmed).


College now a Member of OC Hispanic Chamber of Commerce.

College now a member of OC Vietnamese American Chamber of Commerce

Objective C.2.4 Strengthen relationships with business and civic groups.


The College continues to strengthen relationships with Business and Civic groups.

The College has increased its participation in local Chambers; The College has increased its visibility with local government; The College has maintained 22 different Business Advisory Groups organized by discipline and managed by the Dean of CTE and Economic Development. The College has expanded the financial support it receives from Businesses and Cities.

College Membership in Chambers of Commerce has increased from seven to nine. Presentations regarding the College have been made to eight City Councils in Fall and Winter 2014-2015, all of which (the eight cities) designed full-page ads for inclusion in the College’s 2015 Americana Awards on February 28, 2015. 27 Mayors and Council Members participated in the College’s 40th Annual Americana Awards on February 28, 2015. These Mayors/Council members represented eight cities: Anaheim, Buena Park, Cypress, Garden Grove, La Palma, Los Alamitos, Stanton and Seal Beach. Twelve of these elected officials are active members of Foundation Committees and/or its Board of Directors. 31 Business and City Sponsors were secured for the 2/28/15Americana Awards (referenced above) at the $2,500 level of above. The 22 Business Advisory Groups continue to meet (at least once annually). This is overseen by the Dean of CTE and Economic Development.

Goal C.2: Strengthen community relationships by fostering mutually beneficial partnerships. The direction chair ratings were all moderate except for one substantial. After discussion as a group, consensus was achieved with moderate. Advisory Groups are particularly strong; other efforts are off to a great start particularly with our new partnership with TESLA and our ongoing relationships with various local Chamber of Commerce– however, the most important work remains to still be done.

Overall Progress on Goal C.2: MODERATE


Objective C.3.1 Develop a seamless transition between SCE and Cypress College


1. Students who are placed in lower lever math (Math 10 and 15) are referred to SCE with an opportunity to transfer to Cypress College once they pass math 15. This is an ongoing initiative and has been strengthened by increasing capacity at SCE. Eventually, Math 10 and 15 would be primarily offered at SCE.

2. As part of AB 86 initiative, collaboration for ESL and CTE skill development has been initiated with local high schools and SCE. The project is at planning stage


• Performance of SCE students are compared with baseline data to determine effectiveness of the program. Initial results show that students completing Math 15 at SCE are significantly more successful at Math 20 at Cypress College.

• Not yet determined.

Goal C.3: Strengthen collaboration with SCE. The direction chair ratings ranged from minimal to moderate. After discussion as a group, consensus was achieved with minimal. Great positioning and start – no meaningful results yet. There is a lack of data to be reviewed. So far lots of talk but not a whole lot of action. There needs to be more transition than only Math.

Overall Progress on Goal C.3: MINIMAL


Objective C.4.1 Improve transfer articulation and pathways with 4-year universities.

Dean, Counseling

The main ways that we have improved are articulation and pathways with 4-year universities include: 1. ADT development and maintenance An ADT Status report was created and is maintained weekly to reflect C-ID decisions and provides an up to date resource for articulation personnel. We are 100% compliant with the state ADT requirement for our campus, but we have also supported the development of four additional ADTs that are currently going through the curriculum cycle this past year. 2. Current articulation review and requests We have recently updated our tracking system and are currently reviewing articulation agreements for all majors with our top feeder 4 year universities and making articulation requests on a daily/weekly basis. 3. Developing relationships with private universities. All Private University articulation agreements were scanned and digital access was made accessible digitally to all counselors at our college, and we are currently reviewing agreements that need to be updated. 4. Networking with higher education colleagues. Networking is crucial to stay abreast of policy changes and further articulation opportunities. Articulation staff attended the following multiple articulation driven meetings/conferences last year in which collaboration occurs with four year universities:, including Southern California Higher Education Council (SCHEC) meetings, monthly Region 8 meetings, the Curriculum Institute, and Southern California Intersegmental Articulation Council (SCIAC) conferences.


Fall 2014 • 11 courses were submitted to C-ID • 27 UC TCA submissions and approvals

updated in ASSIST • 1 IGETC submission and approved

course in ASSIST • 3 CSU GE breadth submissions and

approved courses in ASSIST • 85 courses were updated in ASSIST • 20 course articulation requests were

received and processed • 2 articulation agreements were

updated for private universities (Concordia and Brandman)

Goal C.4: Strengthen collaboration with 4-year universities. The direction chair ratings were all moderate with one substantial rating. After discussion as a group, consensus was achieved with moderate. Meaningful steps have been taken, i.e., creation of new reporting and tracking systems. Baselines are being established and progress is ongoing related to the new transfer degrees.

Overall Progress on Goal C.4: MODERATE

Measures of Overall Institutional Effectiveness

Student Success Scorecard The Student Success Scorecard measures progress and completion for various groups of student demographics, including those with different levels of college preparation. The data are presented in a one-year synopsis and a five-year trend. The most recent Student Success Scored was released and the students in each cohort are tracked for six years, through 2013-14. The rates focus on five areas: degree/transfer completion, persistence, completion of 30 units, performance of remedial students, and performance of Career Technical Education (CTE) students. Degree/transfer completion is defined as the percentage of first-time students with a minimum of 6 units earned who attempted any math or English in the first three years and achieved an Associate or certificate, transferred to a four-year university, or successfully completed 60 UC/CSU transferable units with a 2.0+ grade point average. Rates for 2013-14 were all above the Statewide rates except for one area. The overall completion rate is 50.4% for Cypress College, however there is a 28% gap between the prepared and the unprepared subgroups (71.9% and 43.9%, respectively). The one group with a cohort of ten or more students that was below the statewide rate was the prepared, African-American subgroup. Persistence is defined as the percentage of first-time students with a minimum of 6 units earned who attempted any math or English in the first three years and achieved enrollment in first three consecutive primary semester terms anywhere in the California community college system. The overall persistence rate for the 2013-14 cohort is 82.0%, ten percentage points higher than the Statewide rate. Only a 4% higher rate exists in persistence for the prepared cohort over the unprepared cohort. There was only one subgroup below the Statewide persistence rate by 1%, unprepared, 25 to 39 year olds. 30 unit completers is defined as the percentage of first-time students with a minimum of 6 units earned who attempted any math or English in the first three years and earned at least 30 units in the California community college system within six years of entry. The performance of Cypress College students is marginally better than the statewide average with an overall persistence rate of 71.4%. Though above the Statewide average, African Americans complete at the lowest rate for both prepared and unprepared subgroups (a 16.4% and 15.5% gap difference with the highest achieving, respectively). Remedial progress rate is defined as the percentage of credit students who attempted a course designated at levels below transfer in math, English, or ESL and successfully completed a college-level course within six years. Math saw the smallest success rate at 32.5%, however was still in line with Statewide rates. Multiple subgroups in the math cohort were below Statewide rates ranging from 1-13.7%: 40 or more years old, Asian, Pacific Islander, and White. The Pacific Islander subgroup had the largest rate below the Statewide rate at 13.0%. The English success rate at Cypress College was twenty-three percentage points higher than the Statewide rate at 66.5%. All subgroups are at least 10% more successful than the Statewide rates. The largest gap for English for a cohort greater than 10 students is the African-American subgroup at a 69.3% success rate, 40.9% higher than the Statewide rate. English as a Second Language (ESL) success rates were significantly better than Statewide rates at 51.1%. Females are 12.5% more successful than the male subgroup.

Career Technical Education (CTE) success rate is defined as the percentage of students who completed a CTE course for the first time and completed more than 8 units in the subsequent three years in a single discipline and who achieved an associate or certificate, transferred to a four-year university, or successfully completed 60 UC/CSU transferable units with a 2.0 or higher grade point average. The overall CTE success rate is 8% higher than the Statewide rate. The proportion of students successful in CTE courses at Cypress College is higher than the state averages in all the subgroup categories. Institution-Set Standards for Student Achievement Cypress College has four institution-set standards for student achievement: successful course completion, student degree completion, student certificate completion, and student transfer to four-year universities. In March 2013, none of the institution-set standards for student achievement were met. Two years later, three of the four institution-set standards have been met. Student degree completion, certificate completion, and transfers to four-year universities have all been met well above the minimum set standard. Successful course completion did not meet the standard at 71.1%, 2.4 percentage points below the standard. Institutional Learning Outcomes Students leaving Cypress College will demonstrate Institutional Learning Outcomes (ILOs) according to the pathway they have chosen: transfer, degree, GE certification; career and technical certification and/or licensure; and/or life-long learning. Cypress College uses these ILOs to connect or link student learning outcomes at the course and program levels in instruction, student support services, and learning support services to the overall mission of the College and the success of our students. 100% of ILOs have an ongoing assessment of learning outcomes. An effective practice that Cypress utilizes to track Student Learning Outcomes (SLOs) and Program Learning Outcomes (PLOs) to ILOs is found in our TracDat system. All of our GE courses and programs that utilize this system have been linked to the College ILOs. Student Support Services are also linking their SLOs to the College’s ILOs in TracDat. This will enable faculty and staff to run custom reports that reflect the level of student learning at the course, program, and institutional levels. This data will inform dialog regarding student learning. Other Measures Other measures related to overall institutional effectiveness at Cypress College include college-wide success and retention, success and retention by division, degrees and certificates awarded, transfer rates to four-year universities, FTES, and WSCH per FTEF. Success and Retention Success and retention rates serve as indicators of students’ performance by course. Successful course completion rates reflect the proportion of all initial enrollments divided by the number of successful completions (final grade = A, B, C or CR). Retention rates reflect the proportion of all initial enrollments divided by the number of retained enrollments (all final grades other than W). Overall, success and retention rates have remained constant for the past five years around 71% for success rates and 84% for retention rates. Success and retention rates have remained consistent between spring and fall semesters. The college-wide success rates decreased 1% from 71.3% in Fall 2013 to 70.1% in Fall 2014. The college-wide retention rate remained at 84.2% in Fall 2014 and the previous year in Fall 2013.

Success by Division Success rates typically differ by division with more selective programs and divisions having higher success rates than less selective divisions and programs. More specifically, the Health Science division had the highest success rate in fall 2014 at 86%. In contrast, the SEM division showcased the lowest success rate in fall 2014 at 60%, indicating a 26% difference in success rates by division. These lower success rates in the SEM division reflect a continuing problem that affects all institutions of higher education, including Cypress College. However, the College continued to invest in the Math Learning Center (MLC) in order to help engage students’ success in mathematics. Most divisions met or surpassed the college-wide success rate of 70%. The divisions that met the 70% college-wide success rate included Business, Counseling, Fine Arts, Health Sciences, Physical Education, Language Arts, Library Science, and Vocational Education. However, the Social Sciences and Science, Engineering, and Math divisions achieved the lowest success rates of 65% and 60% respectfully. Retention by Division As stated in the Success and Retention section, the college-wide retention rate in Fall 2014 was 84.2%. By comparing specific divisions to this success rate, data revealed that the Business, Physical Education, SEM, and Social Sciences divisions did not meet this 84% retention rate. Instead, Social Sciences were slightly under with a retention rate of 83.1%, Business at 81.5%, SEM at 80.3%, and Physical Education reflected the lowest rate for all divisions at 77.7%. In contrast, Counseling, Health Science and Vocational Education all had the highest retention rate by division at 91%. The Fine Arts and Language Arts divisions both had retention rates of 86%. Overall, a 14% difference existed between Counseling, Health Science, and Vocational Education which had the highest retention rates and Physical Education which had the lowest. Degrees and Certificates Cypress College awarded 970 associate degrees and 918 certificates in 2013-2014. This substantially increased from 828 associate degrees and 750 certificates in 2012-2013. More specifically, this increase in degrees can be primarily attributed to an increase in new transfer degrees which became available to students. Similarly, increases in certificates, primarily in the CTE division, were due to curricular changes and expanded opportunities for students with a renewed emphasis on Perkins Core Measure 1 related to award completion. Degrees In the 2013-2014 the most commonly awarded degrees included Business for 111 degrees, Liberal Arts: Math and Science with 129 degrees, Liberal Arts: Social and Behavioral Science with 201 degrees, Nursing with 72 degrees, and Psychology with 52 degrees awarded. Moreover, in a majority of areas, the number of degrees awarded grew from the 2012-2013 school year. Areas that observed the highest growth between the two school years included Business (AA&AS-T) which awarded 33 more degrees totaling 111, Liberal Arts: Math and Science which awarded 29 more degrees totaling 129, Liberal Arts: Social and Behavioral Science which awarded 27 more degrees 201, Psychiatric Technology which awarded 25 more degrees totaling 31, and Psychology which also awarded 25 more degrees totaling 52 degrees awarded. Other notable amounts of degrees awarded included Liberal Arts: Arts and Humanities with 49 degrees awarded; Hotel, Restaurant & Culinary Arts with 29 degrees awarded; and Mortuary Science with 37 degrees awarded. New degrees conferred in the 2013-14 school year included English, Geography, Mathematics, Physics, and Political Science each awarding from one to five degrees.

Certificates Cypress College continues to award certificates in 26 areas. No new certificates were introduced for the 2013-14 school year. However, the total number of certificates awarded in 2013-2014 increased to 918 from 750 in the 2012-2013 school year. Moreover, in 2013-14, the College awarded the largest number of certificates compared the previous five years. Areas with the most commonly awarded certificates included: Auto Technology with 194 certificates; Hotel, Restaurant, and Culinary Arts with 106 certificates; Air Conditioning and Refrigeration with 95 certificates; Air and Travel Careers with 83 certificates; and Computer Information systems with 69 certificates. Areas that showed the most growth from 2012-13 to 2013-14 included Air Conditioning and Refrigeration which awarded 67 more certificates, Art Computer Graphics (Media Arts Design) which awarded 27 more certificates, Auto Collision Repair which awarded 20 more certificates, Auto Technology which awarded 18 more certificates, and Aviation which awarded 17 more certificates. Transfer The number of transfers to the California State University system in 2013-14 increased to 772 from 586 in 2012-13. For the University of California (UC) system, Cypress College had 164 students enroll at a UC campus in Fall 2014. FTES In the 2014-15 school year, the amount of Full-Time Equivalent Students (FTES) increased from 10,541 in 2012-13 to 11,067. This indicates an increase of 526 students. Examining the amount of FTES by division, Science, Engineering, and Math (SEM), Social Sciences, Language Arts, and Fine Arts comprised the four largest divisions with regard to generating FTES. Moreover, this trend has remained consistent for the last three years. In these four divisions, all showcased increases in fall enrollment from 2012-13 to 2013-14. More specifically, the Language Arts Division had the largest increase of 70 FTES students. WSCH per FTEF As the basis for state funding, FTES represents the income associated with instruction. The most significant cost is recorded as FTEF (Full Time Equivalent Faculty). To determine general cost-effectiveness, the ratio of Weekly Student Contact Hours (WSCH) per FTEF is used. A long-standing target for many community colleges in California is to have a WSCH per FTEF ratio of 525 to 1, which assumes an average class size of 35. When enrollment is high at a particular college or when an institution has few courses with mandated limitations on enrollment (such as Health Science courses), a WSCH per FTEF ratio of 525 can sometimes be achieved, but currently such a target would be difficult to reach. A more realistic target that our District uses is 438 WSCH/FTEF, which is based on a student/faculty ratio of 29 to 1. However, each discipline is different in terms of how much WSCH it can, and indeed should, generate. 2009-2010 and 2010-2011 academic years were the most productive in terms of WSCH per FTEF. A surge in enrollment combined with a reduction in the number of course offerings contributed to higher WSCH per FTEF. WSCH per FTEF have been highest in Social Sciences, Physical Education, Counseling, and Science, Engineering, and Math – areas which have relatively high enrollments per section. Areas that have smaller section sizes, such as Health Science and CTE, have consistently lower WSCH per FTEF values. Since the 2011-12 academic year, WSCH per FTEF has been significantly higher in summer than in fall and spring. This is primarily because in summer, fewer health science classes were offered as a consequence to budget cuts. As the number of liberal arts classes increased, productivity also went up. In the 2013-14 academic year, Cypress College’s WSCH per FTEF was 432, 440, and 478 (spring, fall, and summer, respectively).

Thematic Summary of Strategic Plan Progress: Common Themes, Issues, and/or Needs

Common Themes: The overall progress for the first year was unanimously ranked minimal. We are only in year one of the three year plan, but much work across all three directions is needed in the next two years. Most progress in each of the direction areas have a limited scope in comparison with enrollment rates, college employees, and the community at large. This scope is not leading to systemic progress or implementation. The majority of objectives are being tackled in silos targeting small populations rather than collectively as a college to maximize exposure and impact. Issues:

1. Many of the objectives need clarification or definitions of terms used. 2. Baseline data needs to be established for all of the objectives. 3. Departments and programs continue to be working in silos. 4. Responsible parties are more descriptive in explaining programs rather than defining outcomes. 5. Lack of participation from decision-makers has resulted in lack of purpose and motivation for implementation of the strategic plan. 6. The majority of updates lack consideration of consultant feedback and recommendations. 7. Absence of progress on collaboration with K-12 and possible need to change approach.

Needs:

1. Overall collaboration between direction chairs, persons responsible for each objective, front-line staff implementing programs, and institutional research and planning staff.

2. Define some unclear objectives. 3. Establish baseline data in collaboration with Institutional Research and Planning, leadership team and strategic plan workgroup. 4. Workshops or training on definition of outcomes and how to define outcomes for the various areas. 5. Full commitment from responsible parties to heed consultant feedback and recommendations, as well as from the Strategic Plan

Workgroup. 6. Purposeful conversation with all parties involved in prioritizing our target market (K-6, middle school, and/or high school) and detailed

planning to establish a strong collaboration with K-12 community.

Recommendations Moving Forward

Recommended Corrective or Supportive Actions or Enhancements in College Structures, Processes, and Operations to Improve Progress

Recommendation Recommended Implementation Schedule 1. Responsible parties provide meaningful and timely updates that incorporate feedback from the

external consultant and Strategic Planning Workgroup. Fall 2015 and Spring 2016

2. Institutional Research and Planning work with responsible parties to better define baselines and targets related to specific outcome areas.

Summer 2015 and Fall 2015

3. Institutional Research and Planning provide broader dissemination of research findings to the entire campus community.

Fall 2015 and Spring 2016

4. Institutional Research and Planning provide a better visual presentation of outcomes data in the Strategic Plan Evaluation Report.

Spring 2016

5. Broaden objectives, specifically B.6.1, to include more training opportunities that promote a culture of safety.


6. Responsible parties focus on general education and Career Technical Education (CTE) along with basic skills in outcomes related to student success.


7. Responsible parties engage and plan with community entities, including the Anaheim collaborative, to develop a seamless transition to college.


Recommended Changes in Strategic Plan Components (Note: This section is applicable only to the cycle immediately preceding the triennial update of the Strategic Plan.)

Recommendation Recommended Implementation Schedule

No recommendations to changes in Strategic Plan Components in year one.

strategic plan 2014-17 at cypress college, year...

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