The Student Success Initiative and the Student Success Act of 2012

1. The Student Success Initiative and the Student Success Act of 2012 Opportunity for Career Professionals October 22, 2012 Cerritos October 26, 2012 Sacramento Aiden Ely Folsom Lake College

2. In the beginning…. Student Success Task Force Recommendations 8 areas of focus and 22 recommendations • Increase college and career readiness • Strengthen support for entering students • Incentivize successful student behaviors • Align course offerings to meet student needs • Improve education of basic skills students • Revitalize and re-envision professional development • Enable efficient statewide leadership and increase coordination among colleges • Align resources with student success recommendations

3. SSTF Recommendations and SB 1456: the Student Success Act of 2012 • First step for implementation of SSTF recommendations: • 2.2 (mandated services), • 3.2 (BOGFW conditions), and • 8.2 (Student Support Initiative) • Links funding to support: • 7.3Student Success Scorecard: Implement the accountability scorecard • 2.1Centralized Assessment: As a condition of receipt of funds, requires colleges to adopt common assessment if the college uses standardized assessment tests (when CCCAssess becomes available)

4. SB 1456: the Student Success Act of 2012 • Provides a “policy framework” • Delineates the Legislature’s intent for the Student Success Act: • Aligns matriculation language to SSTF recommendations regarding services needed to support students in developing an “informed” ed. goal, developing ed. plans and declaration of course of study. • Shared responsibility between instruction and student services, based on “evidenced-based” practices of what works. • Targets funding on core services through a broad array of service delivery mechanisms (including technology). • Requires Board of Governors to adopt policies to mandate orientation, assessment, and student ed. plans, along with an exemption and appeals process. • The BOG to establish a reasonable, phased-in implementation period based on resources available to serve students.

5. Quick Summary • Renames Matriculation Act of 1986 as the Seymour-Campbell Student Success Act of 2012 • Targets new students • Focuses on students enrolling for degrees, certificates, transfer and career advancement • Encourages the use of technology • Mandates services with a proven history of supporting student success – orientation, assessment and developing an education plan • Shared institutional and student responsibility and accountability • Incentivizes positive student academic performance and progress (consequences for failure to do so) • Linked to student equity plan • Phased in implementation based on resource availability and prioritizes future funding

6. Key Elements • Delineates the institution’s and the student’s responsibility for the purpose of achieving the student's educational goals and completing the student’s course of study. • Institutional responsibilities • The program of services funded through the Seymour-Campbell Student Success Act of 2012, which shall be known and may be cited as the Student Success and Support Program, shall include, but are not necessarily limited to, all of the following: • Orientation services • Assessment before course registration • Counseling and other education planning services, which shall include, but not necessarily be limited to, all of the following: • Counseling and advising. • Assistance to students in the exploration of educational and career interests and aptitudes and identification of educational objectives

7. Key Elements (Institutional responsibilities continued) • The provision of information, guided by sound counseling principles and practices, using a broad array of delivery mechanisms, including technology-based strategies to serve a continuum of student needs and abilities, that will enable students to make informed choices. • Development of an education plan leading to a course of study and guidance on course selection that is informed by, and related to, a student’s academic and career goals. • Referral to specialized support services as needed and available • Evaluation of each student’s progress and referral to appropriate interventions for students who are enrolled in basic skills courses, who have not declared an educational goal as required, or who are on academic probation, as defined by standards adopted by the Board of Governors and community college districts.

8. Key Elements Student Responsibilities • The student’s responsibilities under the agreement include, but are not necessarily limited to, the identification of an academic and career goal upon application, the declaration of a specific course of study after a specified time period or unit accumulation, as defined by the board of governors, diligence in class attendance and completion of assigned coursework, and the completion of courses and maintenance of academic progress toward an educational goal and course of study identified in the student’s education plan.

9. Key Elements BOG Fee Waiver • Places conditions on eligibility for BOG Fee Waiver. Students must meet academic and progress standards, as defined by the BOG; • Phased in over a reasonable period of time as determined by the BOG. • Requires adequate and reasonable notification to students

10. SB 1456 Potential Implementation Timeline Fiscal Year 2012-2013 Fiscal Year 2013-2014 Fiscal Year 2014-2015 Fiscal Year 2015-2016 Fiscal Year 2016-2017 • System-level Planning Year: • SB 1456 effective January 1, 2013 • Implementation workgroups convened to develop proposals for title 5 revisions, new allocation formula, revised MIS data elements, student equity & program forms • New program planning & budget process developed • Regulatory changes approved by May • District/College-Level Planning Year: • Develop program plans • Implement MIS changes & ensure accurate & complete data reporting • Allocations remain consistent as prior year, new formula not applied • Funding targeted to core services of orientation, assessment, counseling & advising, & other education planning services • Implementation Year 3: • FY 15-16 allocations based on 14-15 year-end data reported • Legislative report due July 1, 2016 • District/College-Level Implementation Year 1: • Program plans & budgets submitted • Continue to ensure accurate & complete data reporting • Allocations remain consistent as prior year, new formula not applied • Legislative implementation report due July 1, 2014 (biannually thereafter) • Implementation Year 2: • FY 15-16 allocations based on 14-15 year-end data reported • Application of funding formula beginning this year

11. Priority Enrollment Concept in the Proposed Title 5, Section 58108 Regulation Order of Priority: Ed Code: Active duty military & veteran students* and current and former foster youth* who are new & fully matriculated or continuing in good standing District flexibility provided to collapse level 1 & 2 if sufficient capacity exists to do so without displacing level 1 students 1 • Academic Conditions for : • 100 unit threshold • Good standing: not on academic or progress probation for 2 consecutive terms (title 5, 55031) 2 Existing Title 5: New and continuing fully matriculated EOPS & DSPS students in good standing Continuing students in good standing and new, fully matriculated students. District flexibility to set priorities and categories within these groups 3 District flexibility to set priorities and categories for other students *Education Code section 66025.8 requires community college to grant priority enrollment to any member or former member of the Armed Forces of the United States within four years of leaving active duty. EC 66025.9 requires priority enrollment for current and former foster youth up to, and including, age 24.

12. 1st Question Does your college have the capacity to provide the mandated services to all new students in the available time frame for each registration cycle? First Time Students Martinez, Daniel, Statewide Matriculation Outcomes: Fall 2008-2010, Riverside, California

13. Students Receiving Assessment, Orientation, Counseling & Student Education Plan (SEP): Martinez, Daniel, Statewide Matriculation Outcomes: Fall 2008-2010, Riverside, California

14. Who are our students? • First generation /first time college • Academically unprepared • Economically disadvantaged • Working – at least part-time • Variety of health/wellness issues • Mental health problems • Social/lifestyle issues Perry, Patrick, The CCC’s in the 2000’s: Examining the Effect of Volatile Budgets on Enrollment, Presentation to the CCC Board of Governors, July 12, 2011, Sacramento, California

15. Who has a GOAL? Student Self-Declared Goal: Really? Perry, Patrick, The CCC’s in the 2000’s: Examining the Effect of Volatile Budgets on Enrollment, Presentation to the CCC Board of Governors, July 12, 2011, Sacramento, California

16. New students must have a goal • Identification of an academic and career goal upon application • Degree, Transfer, Certificate or Career Advancement • Declare a specific course of study after a specified time period or unit accumulation • Maintenance of academic progress toward an educational goal and course of study identified in the student’s education plan • Evaluation of each student’s progress and referral to appropriate interventions for students who are enrolled in basic skills courses, who have not declared an educational goal as required, or who are on academic probation, as defined by standards adopted by the Board of Governors and community college districts.

17. The Student Education Plan Every student who enrolls to pursue a certificate, degree, or transfer objective, and in many cases even those seeking career advancement, needs a Student Education Plan that represents the sequence of courses that can get them from their starting point to attainment of their educational goal. Students who arrive without a clear goal need an education plan that allows them to systematically define their educational needs and objectives and explore their options. Student Success Task Force Recommendations pg.23

18. Goals and Opportunity • Having a goal is fundamental to developing a meaningful student education plan (SEP) • Career Counselors are the professionals with the knowledge and experience needed to assist students in making an informed choice about their career goal • however….. This is not a one time decision

19. Making a decision • Conscious decision-making is an essential skill for making choices and setting an informed goal • Everyone makes decisions every moment of every day • Students need to learn and consciously practice the skill in order to continue to make good, informed choices into the future • Make the process visible to the student as you guide them through it

20. Making a decision - basics • Define the Situation and Your Goal(s) • Research and Identify Alternatives • Compare Options and Consequences • Reflect and Rank your Options – Valuing • Including the consequences of not making a decision • Make a Decision • Design and Implement an Action Plan (like an SEP!) • Continuously Evaluate the Results of Your Decision • Mapping decisions on paper helps students • visualize the decision-making process!

21. Opportunities • Work with K-12 partners to better prepare students for college • Academic skills – reading, writing, mathematics, research • Curriculum alignment • Coordinate assessment • Personal skills – self responsibility, self management, decision- making, time management, study skills, appreciating diversity • Cognitive skills – analysis, reasoning, interpretation, problem- solving, inquisitiveness • Start earlier to identify career options and teach decision-making • Develop high school transition, summer bridge and first year experience programs

22. More Opportunities • Develop better methods of assessment for college readiness • Use new technology to reach more students and provide resources that will support them in making an informed initial career decision - some options will need to be quick! • Work with instructional faculty to identify programs of study and course sequences that will serve as career pathways – create “templates” and automate • Develop and offer student success courses – possibly require participation (add more sections) • Support students immediately and intervene early

23. and More Opportunities • Customize programs for students who face the greatest challenges to access and success • Teach the soft skills sought by employers (courses, workshops or integrate as SLOs into regular courses) • Establish internship, work experience and maintenance employment opportunities related to career goal while attending school • Develop a “safety net” of related career/job options for students who may not complete their program • Advocate for more Career/Technical Education programs and Adult Basic Education • Speak up and get involved!