Welcome C6!

1. Welcome C6! Frank Gornick, Chancellor February 2, 2012 West Hills Community College District Central California Community Colleges Committed to Change (C6) Summitt Focus: DOL TAACCT Project Details

2. Agenda overview…

3. Meet our facilitators…. Eaton Cummings Group • Dr. William M. Craft, CFRE • Nationally known consultant in the areas of strategic planning and fundraising counsel for community colleges • 28 years and include professor of mathematics, academic dean and vice president for planning and development. • President of the Washington, DC-based Council for Resource Development (CRD) and recipient of the CRD Lifetime Service Award. • Dr. Kathleen Guy, CFRE • Co-founding partner of the Eaton Cummings Group • 34 years experience in higher education in the areas of strategic planning, fundraising and public/media relations • Serves as an adjunct faculty member in the Liberal Studies Program at Grand Valley State University (MI) • Past-President for Resource Development (CRD)

4. C6 Overview Carole Goldsmith, Vice Chancellor West Hills Community College District Focus: Structure Elements of Change

5. “A strong economy begins with a strong, well-educated workforce.” ~ Bill Owens • 52% of degree-seeking community college students complete a certificate, associate degree or transfer to a four-year university within six years • 46.2% of students who begin one level below transfer-level math ever achieve a certificate, degree, or transfer preparation • 25.5% of those entering four levels below transfer achieve these outcomes • Source: California Community Colleges Chancellor’s Office

6. National data shows… • Source: Complete College America

7. “Access without success is an empty promise…and a missed opportunity with economic consequences.” ~ Stan Jones • Students who earn a California Community College degree or certificate nearly double their earnings within 3 years • Associate degree holders earn 33% more than those with a high school degree only • For associate degree holders, the unemployment rate is 30% lower than those with only a high school diploma

9. Department of Labor TAACCT Overview

10. Background: Building on previous partnerships • Central Valley Region • Only California consortium to be funded • Nearly $20 for the Valley over 3 years • Focus on: Employer need. • Ag/Manufacturing – All the trades that support manufacturing and energy - Electrical, welding, mechanic • Health care – Psych Tech, LVN, LVN-to-RN upgrade, Psych Tech-to-RN, Sterile Processing/Multi-skilled Worker, and other allied health • Alternative Energy – Solar Technician, Hybrid Tech

11. Insanity: “Doing the same thing and expecting different results…”

12. “Opportunity may only knock once” ~ Proverbs Organizations that have shown an interest in our work: Bill and Melinda Gates Foundation Rockefeller Philanthropy Advisors 20 Million Minds – Academic Pub, Connections Jobs For the Future Met Life Foundation Industries and regional WIBs

13. “Luck is what happens when preparation meets opportunity.” ~ Seneca Regional Approach – State Model Aligning Curriculum Open source or low-cost text development Common Assessment Sharing best practices Achieving common goals

14. “…as a condition of the receipt of a Trade Adjustment Assistance Community College and Career Training Grant (“Grant”), the Grantee will be required to license to the public (not including the Federal Government) all work created with the support of the grant (“Work”) under a Creative Commons Attribution 3.0 License (“License”).”

15. Open source and/low cost texts for students • This is a really big deal. • Publicly funded resources should be open educational resources. • Forward thinking requirement • Let’s get it right

16. Structure Strategy - Research-based Elements of Change : • Design an Integrated Program • Enact Cohort Enrollment • Implement Block Schedules • Compress Classroom Instruction • Embed Remediation • Increase Transparency, Accountability and Labor Market Relevance • Transformative Technology • Innovative Student Support Services

17. C6 Benefits: A student and Employer Perspecive Student and Employer Panel

19. Structure Strategy - Research-based Elements of Change : • Design an Integrated Program • Enact Cohort Enrollment • Implement Block Schedules • Compress Classroom Instruction • Embed Remediation • Increase Transparency, Accountability and Labor Market Relevance • Transformative Technology • Innovative Student Support Services

20. Roles and Responsibilities • “Coming together is a beginning. Keeping together is progress. Working together is success.” ~ Henry Ford

21. “Opportunity is missed by most people because it looks like work.” ~ Edison CEO and College Commitment Request monthly status reports Approve all expenditures Assemble implementation team Participate in regional and local meetings Work together within region Engage employer partners Adopting best practices Using good cohort data…this is key

22. Here is “the what” we said we would do… Cerro Coso = Health COS = Health, Ag and Manufacturing FCC = Health Care Taft = Manufacturing Reedley = Agriculture, Manufacturing, Welding LVN/RN, Bakersfield = Health Care Porterville = Psych Tech Merced = Health, Ag and Manufacturing SJ Delta = Psych Tech WHCC = Health, Ag and Manufacturing WHCL = Health Care TOTAL = 3,069

23. Here are “the numbers”… FCC = 253 Taft = 210 Madera/Willow = 147 Reedley = 310 Bakersfield = 341 Porterville = 220 Cerro Coso = 255 Merced = 244 SJ Delta = 225 COS = 269 WHCC = 285 WHCL = 310 TOTAL = 3,069

24. This is the “how” we said we would do the work… West Hills- Overall Coordination of RED Teams RED Teams = Faculty, Admin and employers Reedley- Lead for Agriculture Manufacturing Fresno City- Lead for Health Care WHC Coalinga- Lead for Alternative Energy Bakersfield- Academic and Basic Skills Embedding Year 1 - Planning, curriculum redesign, open source, change process as stated in SOW, cohort/individual data collection system development NO DOL funded students will be enrolled

25. Your feedback… Communication needs

27. Announcements…. • DOL • DC Trainings • Planned follow-ups at regional venues

28. Welcome back… • Agenda review • Extended Question Session

29. Expectations

30. RED Team Oversight and Coordination • How the work is going to be done. • FCC = Health Care • Reedley = Ag/Manufacturing • WHCC =Alternative Energy • Bakersfield = Basic Skills Integration • WHCCD = Oversight and coordination • ALL = Engaged participants • Employers • Faculty & Admin

31. Table work… • Responsibilities & Milestones

32. C6 Purpose, Benefits, and Outcomes… • Why this effort is import to you? • Your practice? • Your college? • Our students?

33. Welcome C6! Frank Gornick, Chancellor February 2, 2012 West Hills Community College District Central California Community Colleges Committed to Change (C6) Summitt Focus: DOL TAACCT Project Details

34. DAY 2

35. Ensuring C6 Success • Open Source Demo • Champions – Who needs to know? What support do we need? • Student Role? Is there a role for them in RED Teams? • Collaboration What inter-dependencies are there? *Strategies for collaboration

36. Devil in the details –Key Metrics & Cohort data Student & Cohort demographics Statement of Work (SOW) measures Delivery System - Structure Theory-8 Elements Student Improvements Success in remediation efforts Metrics based on DOL/DOE Elements – Big 7 Time and Credit to Degree/Certificate Credit & Course Completion Rates Entered Employment Rate Employment Retention Rate Wage gain

37. Purpose of Comparison Cohorts • Allows for an analysis between the group that received something extra and the group that did not • Did the “something extra” make a difference? • Improves “internal validity” • How valid an inference is about what caused something to happen • Without a comparison group, it is easy to make reasoning errors about what “caused” something to happen. 37

38. Participant Cohorts: The Basics • Each program of study that is funded by the grant should have its own participant cohort on which data are reported. • The purpose of the participant cohorts are to track what happens to one group of students the remaining grant period of performance, as compared with a comparison cohort in the same field that is not affected by grant funds. • All participants in the cohort will be tracked for reporting purposes through the end of the grant period. • Data to be used possible changes in policy and practice 38

39. Participant and Comparison Cohorts -- OVERVIEW NON-TAACCCT-FUNDED UNIVERSE PARTICIPANT UNIVERSE: Tracked in Table 1 of APR Participant Cohort : Tracked in Table 2 of APR Comparison Cohort : Tracked in Table 2 of APR Matched

40. Reporting for Two Programs of Study NON-TAACCCT-FUNDED UNIVERSE PARTICIPANT UNIVERSE: Tracked in Table 1 of APR Program of Study 1: Comparison Cohort (Tracked in Table 2 in its own section) Program of Study 1: Participant Cohort (Tracked in Table 2 in its own section) MATCHED Program of Study 2: Comparison Cohort (Tracked in Table 2 in its own section) Program of Study 2: Participant Cohort (Tracked in Table 2 in its own section) MATCHED 40

41. We will use data… • After DOL training – Cohort Data Team • Comparison data- by college, by program • From start to employment • THIS DATA used for Progress & Implementation Measures • Retention -3% improvement • Persistence -3% improvement • Completion -3% improvement

42. DOL & DOE Elements, post completion – Big 7 • Entered Employment Rate • Employment Retention Rate • Average Earnings • Credit Attainment Rate (Option 2) • Attainment of Certificates (Less 1 yr) • Completion of Certificates (More 1 yr) • Attainment of degree

45. Final word on Metrics and Evaluation Key Metrics: Success in Gateway Courses, Certificate attainment, Time to Completion, Change & Employment outcomes Time, Not Student Learning is the Greatest Barrier to Success Third-party subject matter experts review Independent review of deliverables Continuous Improvement is essential to our long term success

46. Year One Open Source & RED Team activities Phase I: Planning w/ RED Teams Identify key faculty & industry partners Coordinate meeting schedules Plan for release time for faculty Determine key performance milestones   Establish a workflow model and schedule to reach milestones Map out Comparison Cohort requirements Identify data collection system & process Simultaneously redesign curriculum & OS/text Develop & plan integrated remediation delivery

47. Year One Open Source & RED Team activities Phase I: Open Source Planning w/ RED Teams Plan content requirements for the new curriculum and integrated remediation content Determine key learning outcomes    Establish a workflow model and schedule to reach milestones Determine the learning platform partner

48. Program of Study • A program of study is broadly defined as an educational program in which a degree or certificate is granted. • Grouping of some programs with similar educational material or occupational outlookmay be allowed. • Example: College B is planning to build or expand a program in Solar Photovoltaic Installation and a program in Wind Turbine Service Technician Training. Under some conditions, participants from each could be combined into one “renewable energy” program of study participant cohort. 48

49. Cohort Summary • ETA is requiring a comparison cohort pilot study during Year • Each program of study should have its own participant cohort. • Programs of study may be combined (resulting in only one participant cohort) if occupational outlook and/or educational requirements are similar. • Combining programs may be a way to meet the matching requirements for a comparison cohort or avoid some of the problems with having an invalid comparison cohort. • Comparison cohorts for the pilot study should be selected and reported on for each program of study based on expectations of who will enroll in each. • In Year 2, the grantee will discontinue reporting on the test comparison cohort and report actual cohort data. 49

50. Year One Open Source & RED Team activities Phase II: Development Open Source Planning w/ RED Teams Create project management schedules Develop content templates Coordinate internal/external peer review process Manage draft process, including creating of art manuscript, securing photo permissions, copyediting etc Develop key assessments around learning outcomes that will be imported into the learning platforms Class test learning platforms Implement list of analytical requirements Establish student portfolio requirements Handle the final production process to feed content into content repositories and learning platforms