Santa Ana College Winter Convocation February 7, 2014 Student - - PowerPoint PPT Presentation

Santa Ana College

Winter Convocation February 7, 2014

Student Success Overview

• Current Legislation
• SAC Numbers
• K-12 Common Core
• Student Voices
• What’s Next?
• Workshops

What Increasing Student Success Requires of ALL of Us

• Student Success Act Mandates

– Priority Registration (2.0+ for all groups &, 100+) – Orientation (For ALL new students) – Educational Planning – Financial Assistance (Fall 2016, 2.0+)

• Existing practices are not likely to

produce different results. Keep what we can prove works, examine the rest & adapt/adopt/invent new practices & structures college-wide.

SAC Student Achievement Chart Increase Persistence to a 2nd Semester by 10% and Successful Course Completion by 10%

Program Year Current Percentage Improvement Target Desired Percentage

Persistence 2010 baseline

63%

10% by 2015 3% more

needed!

2012 update

70%

Success 2010 baseline

64%

10% by 2015 8% more

needed!

2013 update

66%

2015 is SAC’s 100th Anniversary

African- American Asian Latino White Other Total

Fall 2008 (n=4456)

47% 65% 56% 51% 50% 55%

Fall 2009 (n=3737)

52% 66% 66% 36% 34% 56%

Fall 2010 (n=2670)

60% 74% 76% 55% 54% 63%

Fall 2011 (n=2688)

72% 83% 78% 69% 45% 73%

Fall 2012 (n=3208)

71% 84% 78% 56% 49% 70%

Santa Ana College Percent Distribution of 2nd Semester Persistence Rates

• f New Freshmen by Ethnicity, Fall 2008 - Fall 2012

Santa Ana College Persistence of First-time Freshmen Cohort 2009

Fall 2009 Spring 2010 Sum 2010 and/or Fall 2010 Spring 2011 Sum 2011 and/or Fall 2011 Spring 2012 Sum 2012 and/or Fall 2012 Spring 2013 Sum 2013 and/or Fall 2013 full-time 100% 93% 82% 82% 62% 57% 42% 35% 25% part-time 100% 44% 31% 25% 20% 18% 15% 13% 10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

719 668 590 592 468 410 304 249 183

3,463 1,523 1,073 872 677 623 522 456 330

52% 66% 66% 36% 56% 71% 84% 78% 56% 70%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

African-American Asian Latino White Average

Fall 2009 (n=3737) Fall 2012(n=3208)

Santa Ana College Percent Distribution of 2nd Semester Persistence Rates of New Freshmen by Ethnicity, Fall 2009 vs Fall 2012

Fall 2010 Fall 2011 Fall 2012 Fall 2013 African-American 63% 66% 64% 69% Asian 76% 77% 78% 79% Caucasian 80% 86% 83% 84% Latino 63% 65% 63% 65%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percent Distribution of Successful Course Completers by Ethnicity - Fall 2010 to Fall 2013, by year

Percent Distribution of Certificate Recipients by Ethnicity 2009-10 to 2012-13 by year

2009-10 2010-11 2011-12 2012-13 (>18 Units) 2012-13 (<18 Units) African-American 1% 2% 1% 1% 1% Asian 24% 18% 19% 15% 15% White Non-Hispanic 18% 13% 15% 18% 15% Hispanic 50% 57% 58% 54% 56%

0% 10% 20% 30% 40% 50% 60% 70%

(2%) (1%) (1%) (1%) (1%) (8%) (9%) (9%) (8%) (8%) (21%) (21%) (21%) (20%) (20%) (43%) (55%) (56%) (58%) (20%)

2010-11 2011-12 2012-13 African-American 3% 2% 1% Asian 18% 18% 14% White Non-Hispanic 17% 17% 16% Hispanic 54% 54% 56%

0% 10% 20% 30% 40% 50% 60%

(1%) (1%) (1%) (9%) (9%) (8%) (21%) (21%) (20%) (55%) (56%) (58%)

AA/AS Degree Earners by Ethnicity 2009-10 to 2012-13

2009-10 2010-11 2011-12 2012-13 African-American 4% 3% 4% 2% Asian 7% 15% 14% 14% White Non-Hispanic 35% 31% 27% 28% Hispanic 38% 37% 42% 36%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

(2%) (1%) (1%) (1%) (8%) (9%) (9%) (8%) (21%) (21%) (21%) (20%) (43%) (55%) (56%) (58%)

University Transfer by Ethnicity 2009-10 to 2012-13, by year

SAC Credit Successful Course Completion Snapshot: Winter 2014 Celebrating the following departments who increased student success from 2010 baseline

* 500+ enrollments ** 100+ enrollments

Department

% Increase 2010-2013

• Accounting*
• Astronomy
• Banking
• Business Application*
• Communication & Media Studies
• Counseling**
• Emergency Medical Technician
• Ethnic Studies
• Fashion Design Merchandise
• Fire Technology**
• Geology
• History**
• Kinesiology Activities
• Kinesiology Professional
• Library Studies

11% 10% 8% 8% 16% 5% 5% 18% 11% 5% 8% 6% 6% 17% 16% Department

% Increase 2010-2013

• Management
• Medical Assistant
• Music**
• Occupational Therapy Assistant
• Paralegal
• Physical Science
• Physics
• Sociology*
• Special Services
• Theatre Arts
• TV Video Communications*
• Vietnamese
• Welding
• Women’s Studies

9% 13% 5% 7% 12% 30% 9% 18% 8% 12% 13% 5% 12% 30%

Celebrating: The Greatest 1-Year Leap (Fall 2012 – Fall 2013)

• Communication & Media Studies 12%
• Emergency Medical Technician 19%
• Engineering 11%
• English As A Second Language 12%
• History 10%
• Kinesiology Adapted 13%
• Physical Science 32%
• Physics 17%
• Sociology 5%
• Women’s Studies 22%

Celebrating: The Grand Slam Four Successive Years of Growing

• Accounting
• Library Studies
• Occupational Therapy Assistant
• Theatre Arts
• School of Continuing Education

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

Jeff Hittenberger, Ph.D. Chief Academic Officer

16

WHAT ARE THE COMMON CORE STATE STANDARDS?*

*(AND WHY SHOULD FOLKS IN HIGHER EDUCATION CARE)?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 17

CHANGE IS HARD

https://www.youtube.com/watch?v=pQHX-SjgQvQ

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

What will our students need to know and be able to do in order to thrive in the complex world of the 21st Century?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 19

THE TECHNOLOGICAL REVOLUTION

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 20

THE INFORMATION REVOLUTION

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 21

THE INFORMATION REVOLUTION

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 22

THE INFORMATION REVOLUTION

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 23

INCREASE IN DIVERSITY

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 24

GLOBALIZATION OF ECONOMIC SYSTEMS

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 25

EDUCATIONAL ASCENDANCY OF OTHER NATIONS

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 26

CHANGES IN CALIFORNIA EDUCATION

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• What should students know and be able to do by the

time they graduate from high school if they are to succeed in college and career?

(Stated as Math and English Language Arts standards, but intended to be integrated in all subject areas)

• What should they know and be able to do at each

level of their development?

• What competencies and habits of mind will equip

students for college and career readiness and success?

27

WHAT ARE THE COMMON CORE STATE STANDARDS (CCSS)?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• Early 1990s: Development of standards state-by-

state

• 1997-98: Adoption of California standards for

English, Math, Science, and History/Social Science

• 2001: No Child Left Behind mandates that all states

adopt standards

28

WHERE DID THEY COME FROM?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• 1996: Nation’s governors establish Achieve, develop

an early set of college readiness standards.

• 2002: Partnership for 21st Century Skills. National

surveys of employers and development of the 4Cs model.

29

WHERE DID THEY COME FROM?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools 30

PARTNERSHIP FOR 21ST CENTURY SKILLS

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• Critical thinking and problem solving
• Creativity and innovation
• Communication
• Collaboration

31

THE FOUR C COMPETENCIES

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• 2009: National Governors Association (NGA) and

Council of Chief State Schools Officers (CCSSO) initiate development of CCSS.

• 2010: Adopted by the California State Board of

Education based on a process initiated by the legislature and signed by then-Governor Schwarzenegger

• Also adopted voluntarily by 45 other states, now in

various stages of implementation

32

WHO ADOPTED THEM?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• International assessments
• International benchmarking
• Beyond memorization and multiple choice
• Conceptual depth
• Real-world application
• Beyond remediation
• Inadequacy of a high-school diploma

33

WHY DO WE NEED THEM?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

In ELA:

• Teachers will need to balance teaching of literary

texts with informational texts (across all subjects)

• Students will learn to use evidence from texts

systematically to support and illustrate their arguments and responses to key questions

• Focus is on transferability of skills across subject

areas and into real-world settings.

34

WHAT WILL THEY MEAN FOR STUDENTS AND TEACHERS?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

In Math:

• Instruction will focus on key concepts
• Students will need to understand deeply the

foundational mathematical knowledge they are taught at each grade level.

• The math in the CCSS is designed to be applied in a

wide variety of settings and situations, most of them

• utside the math classroom setting.
• Adapted from New York Department of Education

35

WHAT WILL THEY MEAN FOR STUDENTS AND TEACHERS?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• California School Boards Association
• California Teachers Association
• California Parent Teacher Association
• Association of California School Administrators
• California County Superintendents Educational

Services Association

36

WHO SUPPORTS THEM?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• Encouraging linkages
• Emphasizing college and career readiness
• Lowering remediation
• Encouraging career pathways for use of knowledge in

real-world settings

37

WHAT IS THEIR RELEVANCE FOR HIGHER EDUCATION?

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

“Each set of standards begins with what amounts to a unifying set of concepts designed to integrate the specific content that is spelled

• ut subsequently.”

(David Conley, Getting Ready for College, Careers, and the Common Core, p. 149)

38

DIVING INTO THE CCSS

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• 1. Reading Example: Integration of Knowledge and

Ideas

“Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.”

• 2. Listening and Speaking Example: Comprehension

and Collaboration

“Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.”

39

CCR ANCHOR STANDARDS IN ELA

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• 1. Make sense of problems and persevere in solving

them.

• 2. Reason abstractly and quantitatively.
• 3. Construct viable arguments and critique the

reasoning of others.

• 4. Model with mathematics.
• 5. Use appropriate tools strategically.
• 6. Attend to precision.
• 7. Look for and make use of structure.
• 8. Look for and express regularity in repeated

reasoning.

40

STANDARDS FOR MATHEMATICAL PRACTICE

Orange County Department of Education Al Mijares, Ph.D., County Superintendent of Schools

• Discussion session today
• Read the Standards: cde.ca.gov (click on Common

Core State Standards)

• Collaborate with your local schools, districts, and

county offices; Meet with K-12 teachers

• Brochure – ocde.us
• Read Getting Ready for College, Careers, and the

Common Core, Dr. David Conley

41

WHERE CAN I LEARN MORE?

SAC Voices: A Perspective on Student Success

• Facilitators

Lakyshia Perez and Jorge Sandoval

• Student Panel
• Mario Quintero-Salazar
• Mariana Saldana
• April-Grace Ndwiga
• Patricia Johnson

Core Elements Colleges Will Address in the Student Success Pathway*

Students make a significant connection with another person at the college as soon as possible. Key intake programs including

• rientation, assessment,

advisement, and placement are integrated and MANDATORY. Students will be placed into a program

• f study from day one; undecided

students will be placed into a program of study to help them decide. Students will be carefully monitored— especially in their first term—to ensure progress & success; the college will intervene to keep students on track. Students will engage in courses and experiences designed to broaden and deepen their learning. Students will participate as full partners in navigating college services and the curriculum and will take primary responsibility for their own success

* Terry O’Banion, Access, Success, and Completion, 2013

POLICIES AND ORGANIZATIONAL STRUCTURE

• Ensure alignment to maximize

student success , completion, & equality of educational opportunity

• College Council retreat highlights

SAC 2015 Goals: All Hands on Deck

CLASSROOM PROFESSORS

• Review data/instructional design
• Implement/assess SLO’s
• Share best practices
• Engage both full and part time

faculty

SAC STUDENTS

• Attend class/do homework
• Use resources/apply for FA
• See professor & counselor

COUNSELING

• Assessment/Placement
• Orientation
• Advisement
• Educational Plans for Completion
• Follow-up for success

2015 GOALS

• 1. Increase Course Success

from 64% to 74%

• 2. Increase Persistence

from 60% to 70%

• 3. Increase COMPLETION to

achieve “A College Degree in Every Home” (+2777 annually) SUPPORT SERVICES

Within & beyond the classroom

• Library & Learning Centers
• Math/English/Reading
• Study Skills
• DSPS

PROFESSIONAL DEVELOPMENT

• Integrate Basic Skills into Core

Curriculum

• 86% of 1st time freshman Basic

Skills level) concurrently enrolled in college level courses

FINANCIAL AID MENU OF SUPPORTS

• Federal/state grants
• Scholarships
• Loans
• (#/ growth, $/growth)

FACILITIES AND TECHNOLOGY

• Quality of academic and support

service facilities

• State of the art technology

 To conversations in 10 topical workshops that will help us think together about current and possible practices in support of college success and completion here at SAC. The workshops will begin promptly at 10:30 in I-Building classrooms.  To program and department meetings as well as task forces and governance groups that continuously engage tactics and strategies in support of our current and future students.  Thank you faculty and staff for dedicating your professional lives to

• SAC. Thank you students for choosing

SAC, for being leaders at SAC, and for adding your voices to this important event in the life of our college.

Onward SAC! Where We Go From Here

Convocation Student Success Workshops

Topic Location Co-Facilitators

• 1. The NEW SAC Learning Center: Current and Future Services

D-307 Kathy Walczak & Melanie Mowrer

• 2. The Accelerated Course Format: Will it work in your area?

I-101 Madeline Grant, Mike Everett, & Mario Robertson

• 3. Embedding Study Skills into Instruction: Models for adaptation

I-102 Michelle Parolise, Lynn Marecek, & Jodi Coffman

• 4. Curriculum Pathways to Completion: CTE and Associate

Degrees for Transfer (ADT’s)- Progress & Next Steps I-103 Bart Hoffman/Kimberly Mathews/Paula Canzona

• 5. The Common Core: A Deeper Look

I-106 Jeff Hittenberger

• 6. Degree & Certificate Audit: Learn how this new tool can help

you identify and support students at SAC I-107 Mark Liang

• 7. The Counseling Division’s Role in Implementing the Student

Success Act featuring the central role of Education Plans, Early Alert, and a preview of our new Online Orientation for Students I-108 Joanna Campos & Dennis Gilmour

• 8. SLO Development/Assessment: Tuning it Up

I-109 Shelly Jaffray & Monica Porter

• 9. Locating Institutional Data: Your department data is almost 3

clicks away—come and find it! I-201 Nga Pham

• 10. Distance Education: Come and learn what you MUST do to be

eligible to teach on-line @ SAC I-202 Cherylee Kushida, Crystal Jenkins & Rick Manzano