1/11/2020 NOVA: Guided Pathways College of the Sequoias ... · The Student Success Metrics (SSM) will be shared with the campus stakeholders as part of the Guided Pathways process

1/11/2020 NOVA: Guided Pathways College of the Sequoias - Guided Pathways (2019-20)

https://nova.cccco.edu/gp/proposals/gp-v2/8071/preview?forPrint=true 1/30

Preview

Details

College

College of the Sequoias

Assurances

Guided Pathways

I have read and adhere to the Guided Pathways Legislation and Goals. Yes

Student Success Metrics

I am familiar with the Student Success Metrics. Yes

Contacts

Project Director

Kristin [email protected](559) 583-2523

Alternate Project Contact

Kristin [email protected](559) 583-2523

Approvers

Chancellor/President

Brent [email protected]

Awaiting Submittal

https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=7.&title=3.&part=54.81.&chapter=&article=

https://digitalfutures.cccco.edu/Projects/Student-Success-Metrics

mailto:[email protected]





Academic Senate President

Greg [email protected]

Awaiting Submittal

Data SharingThe Student Success Metrics (SSM) will be shared with the campus stakeholders as part of the Guided Pathways process.

SSM Data Sharing

I agree with the SSM data sharing. Yes

Pillar 1. Clarify the Path

Practice A

Programs are organized and marketed in broad career-focused academic and communities or"meta-majors". (Note: This practice was added to the SOAA in February 2019).

Scale of Adoption at Our College

Planning to scale

Progress to Date

Progress to Date Implementing Practice

As part of the 2018-21 COS Strategic Plan, the District built in the Key Elements of the Guided Pathways program intothe 10 District Objectives and 26 District Actions

As such, in each area, relevant actions have been tied to what are now considered Guided Pathways Essential Practices.Over the last year, the following progress has been made on the 2018-2021 Strategic Plan and directly ties to thisGuided Pathway Essential Practice:

Action 2.1.2: Identify and categorize areas of study (meta-majors). 2019-2020: A few of the District's program areaswere early adopters of Meta Majors. An example is the Allied Health division wherein all six departments partnerand hold one informational meeting for students on pursuing health pathways. District-wide the plan was to finishthe planning work in the 2019-2020 academic year. Academic Services and Academic Senate held a summit inAugust 2019 on meta-majors, a�er that was also the focus of the Management Summer Institute. Academic Senatein conjunction with a Meta Majors Task Force has dra�ed possible meta major area. There is a follow-up Summitscheduled for January 2020 to complete this important work.

Timeline for Progress to Date

Term and Year




Next Steps

Timeline for Next Steps

Next Steps Toward Implementing Practice at Scale

The District will complete the Summit and planning processes for implementation in the 2020-2021 academic year, perthe 2018-2021 COS Strategic Plan.

Term - Detail (optional)

Not Entered

SupportNo support requested

Spring - 2019

Term and Year

Spring - 2020

Practice B

Every program is well designed to guide and prepare students to enter employment andfurther education in fields of importance to the college's service area.


Scaling in progress

Progress to Date


Over the last year, the following progress has been made on the 2018-2021 Strategic Plan and directly ties to thisGuided Pathway Essential Practice:

Action 2.4.1: Create a comprehensive career development program that prepares students for employment. 2019-2020: Last year, the District hired a full-time Career Services director to systematically coordinate all career-relatedservices. Counseling has launched the Myers-Briggs Type Indication assessment tool with 13 trained counselors. Afull-time career counselor position was hired in Fall 2019 to lead all career exploration-related services. Action 2.4.2: Embed so� skills into CTE curriculum and provide training for faculty. 2019-2020: Several CTE programshave embeded so� skills directly into existing courses. These include: PTA, Fire Academy, Sports Medicine, Welding,most Agriculture courses, and several other areas. Several have focused this year on addressing this issue withFashion, Child Development, Culinary, and Business especially adding content. E�orts to provide training to CTEfaculty are on an ongoing basis. In addition, Healthcare Workforce Initiative has provided online training on so�skills for nursing faculty. This year programs such as police academy and fire academy have embeded resumebuilding, interview skills and job preparation into activities that align with the curriculum.




Next Steps



Continued implementation of actions as they relate to the 2018-2021 Strategic Plan and this Guided Pathway EssentialPractice, with the goal being to impact more District students. By providing comprehensive career services andembedding so� skills into all CTE programs for District students, students will be more prepared to enter the jobmarket.


Fall 2019 and Spring 2020


Term and Year

Fall - 2019

Term and Year

Spring - 2019

Practice C

Detailed information is provided on the college's website on the employment and furthereducation opportunities targeted by each program.


At scale

Progress to Date


Over the last year, the following progress has been made on the 2018-2021 Strategic Plan and these actions tie directlyto Guided Pathway Essential Practice:

Action 2.1.1: Complete implementation of DegreeWorks District-wide. 2019-2020: Counseling and evaluations sta�provided student and counseling faculty workshops and marketed DegreeWorks to students. A DegreeWorks videowith a student-friendly tutorial was created and is available on the District website. The counseling division chairwas recently approved though Faculty Enrichment Committee to o�er faculty DegreeWorks training Action 4.2.2: Ensure that the District website content is current and relevant. 2019-2020: The new District websitelaunched during Spring 2019. To ensure content is accurate and updated regularly the website points viewers to the



online Catalog for Academic Programs. Additionally, the District website is undergoing monthly audits andreporting is distributed to managers displaying recent editing activity.


Next Steps



The District will continue to work on meta majors and integrate in all areas, including DegreeWorks, whereappropriate. Once completed, academic program layouts on the website will be redesigned, thus allowing studentvisual understanding of academic pathways or program areas.

The Meta Majors Task Force's charge also includes reviewing technology options for meta majors display andimplementations. It is expected that work will commence on this area in Spring 2020.


Not Entered


Term and Year

Fall - 2019

Term and Year

Spring - 2020

Practice D

Programs are clearly mapped out for students. Students know which courses they should takeand in what sequence. Courses critical for success in each program and other key progressmilestones are clearly identified. All this information is easily accessible on the college'swebsite.


Scaling in progress

Progress to Date





Action 2.1.1: Complete implementation of DegreeWorks District-wide. 2019-2020: Counseling and evaluations sta�provided student and counseling faculty workshops and marketed DegreeWorks to students. A DegreeWorks videowith a student-friendly tutorial was created and is available on the District website. The counseling division chairwas recently approved though Faculty Enrichment Committee to o�er faculty DegreeWorks training, ConvocationFall 2019.


Next Steps



While Student Education Plans will continue to be completed by academic counselors for students of the District,starting with Fall 2019, first time Freshmen will have the opportunity to be introduced to DegreeWorks and be able tomap their needed actions on an individual basis. This will be the first incoming group of students that hasDegreeWorks incorporated as part of the Orientation process.


Not Entered


Term and Year

Fall - 2019

Term and Year

Spring - 2020

Practice E

Required math courses are appropriately aligned with the student's field of study (Note: Thisessential practice was moved from Area 2).


At scale

Progress to Date





Action 2.3.1: Implement multiple measures to maximize student placement into transfer-level English and math. 2019-2020: Counseling, Assessment, and Admissions o�ices participated in the on-going AB 705 Task Force to addressapplication, placement, and advising issues. The Math Department has created additional curriculum to provideadditional options (including for liberal arts and CTE pathways.)Action 2.3.3: Shorten the developmental course sequence in math so that students can complete transfer-level mathwithin one year. Last year, Math curriculum and sequence have been redesigned. Beginning in Fall 2019, all studentswere be placed in transfer-level Math. Action 2.3.5: Train faculty in accelerated instruction. Last year, Math, ESL, and English faculty participated intraining sessions. The Faculty Enrichment Committee and AB 705 continue to host and coordinate COS district-wide activities and communication regarding acceleration pedagogy, theory and practice. Ongoing work includesthe Reading and Writing Across the Curriculum Workgroup coordinated by the AB 705 leads, as well as regularmeetings of Math and English faculty to discuss acceleration pedagogy and scholarship. Action 2.3.6: Integrate and align peer academic support programs (embedded tutoring, Writing Center tutors, mathtutors, supplemental and augmented instruction). 2019-2020: The Task force continues to work on greater alignmentand integration of peer academic support programs. This task force is working to address campus concernsregarding the need for shared understanding of tutorial pedagogy across areas, tutor-training methods, blindspots in services, and ways to support the anticipated growth.Action 3.1.1: Last year, the Research O�ice determined the racial/ethnic and gender groups that fall below theDistrict’s placement rates into transfer-level English and Math for Fall 2018. The results were shared with the JointPlanning Initiative Workgroup, which has replaced the Student Equity Plan Workgroup. For Fall 2019, the Districtidentified the groups that typically place into transfer-level English and math, or into transfer-level English andmath with support.


Next Steps



Continue work with alignment of math in each field of study.


Not Entered


Term and Year

Fall - 2019

Term and Year

Spring - 2020



Pillar 2. Get on the Path

Practice A

Every new student is helped to explore career/college options, choose a program of study,and develop a full-time program plan as soon as possible.


Scaling in progress

Progress to Date



Action 2.2.1: Contact students who become transfer-prepared and provide support to complete transfer. 2018-2019:The Transfer Counselor contacts and assesses student barriers and then assists with transfer applications andresources. Counseling further encourages transfer prepared students through the Map Your Success campaign,Transfer Day, and Transfer Workshops, along with hosting university advisors. Action 2.4.1: Create a comprehensive career development program that prepares students for employment. 2018-2019: The District hired a full-time Career Services director to systematically coordinate all career-related services.Counseling has launched the Myers-Briggs Type Indication assessment tool with 13 trained counselors. A full-timecareer counselor position was hired in Fall 2019 to lead all career exploration-related services.


Next Steps



Continued assessment of the newly formed Career Services Department. Full implementation of Career Services for allstudents from first-time enrollment to incorporation into all Career Technical Education program will continue.


Not Entered

Term and Year

Fall - 2019

Term and Year

Spring - 2020




Practice B

Special supports are provided to help academically underprepared students to succeed in the"gateway" courses for the college's major program areas.


Scaling in progress

Progress to Date



Action 2.3.1: Implement multiple measures to maximize student placement into transfer-level English and math. Lastyear, Counseling, Assessment, and Admissions o�ices participated in the on-going AB 705 Task Force to addressapplication, placement, and advising issues. Math and English updated their placement guidelines. 2019-2020: TheTask Force continues to refine issues. Action 2.3.2: Shorten the developmental course sequence in English so that students can complete transfer-levelEnglish within one year. English curriculum and sequence have been redesigned. All students were placed intransfer-level English in Fall 2019. Outcomes are being addressed. Action 2.3.3: Shorten the developmental course sequence in math so that students can complete transfer-level mathwithin one year. Last year, Math curriculum and sequence was redesigned. All students were placed in transfer-levelMath in Fall 2019.Action 2.3.4: Shorten the developmental course sequence in ESL so that students can complete transfer-level Englishwithin three years. Last year, ESL curriculum and sequences were redesigned. 2019-2020: Following the receipt ofthe chancellor’s o�ice ESL guidance, the ESL faculty have created a planned redesigned of the ESL sequence,including the integration of reading and writing courses, and expect to launch updated curriculum in Spring 2020.In addition, ESL faculty created a new advance ESL course designed to prepare students for English 1 (CollegeReading & Composition). Action 2.3.5: Train faculty in accelerated instruction. Last year, Faculty in English, Math and ESL participated intraining sessions. 2019-2020: A number of workshops and training sessions will take place in order to supportongoing needs of faculty.Action 2.3.6: Integrate and align peer academic support programs (embeded tutoring, Writing Center, Math Lab, andsupplemental and augmented instruction). 2019-2020: The Task force will continue to address needs such as greateralignment, tutor-training methods, and blind spots in services.


Next Steps


Term and Year

Spring - 2019




Continue work with supporting underprepared students to in gateway courses.


Not Entered


Term and Year

Spring - 2020

Practice C

Special supports are provided to help academically underprepared students to succeed in theprogram-relevant "gateway" math courses by the end of their first year. (Note: This practicewas added to the SOAA in Februrary 2019).


Scaling in progress

Progress to Date



Action 2.3.3: Shorten the developmental course sequence in math so that students can complete transfer-level mathwithin one year. Last year, the Math curriculum and sequence were redesigned, and included support courses. InFall 2019, all students were placed in transfer-level Math Action 2.3.5: Train faculty in accelerated instruction. 2019-2020 Faculty in English, Math, and ESL continue toparticipate in training sessions regarding acceleration pedagogy and AB705. The Faculty Enrichment Committeeand AB 705 Task Force leads have organized and coordinated multiple sessions on acceleration theory and practicefor both English and Math faculty. Specific topics include, but are not limited to equity, Reading and Writing Acrossthe Curriculum, grading norms, as well as regular meetings of Math and English faculty to discuss accelerationpedagogy and scholarship.Action 2.3.6: Integrate and align peer academic support programs (embeded tutoring, Writing Center, Math Lab, andsupplemental and augmented instruction). 2019-2020: The Task force will continue to address needs such as greateralignment, tutor-training methods, and blind spots in services.Action 3.1.1: Determine which groups fall below the District's placement rates into transfer level English and Math. 2019-2020: Math and English faculty are working with the Research O�ice to collect an analyze data on placementand student success in the updated course sequences. Action 3.2.1: Determine which groups fall below the District's completion rates in transfer-level English and Math. 2019-2020: Math and English faculty are working with the Research O�ice to collect an analyze data on placementand student success in the updated course sequences.



Action 3.2.2: Implement best practices/interventions to increase completion rates for targeted groups. 2019-2020:Continue to review the results of the new curriculum and student outcomes and implement new strategies asfaculty deem appropriate.


Next Steps



Continue working with and supporting underprepared students to the gateway courses.


Not Entered


Term and Year

Fall - 2019

Term and Year

Spring - 2020

Practice D

Special supports are provided to help academically underprepared students to succeed in the"gateway" English courses by the end of their first year. (Note: This practice was added to theSOAA in February 2019).


Scaling in progress

Progress to Date



Action 2.3.1: Implement multiple measures to maximize student placement into transfer-level English and math. Lastyear, Counseling, Assessment, and Admissions o�ices participated in the on-going AB 705 Task Force to addressapplication, placement, and advising issues. Math and English updated their placement guidelines. 2019-2020: TheTask Force continues to refine issues.



Action 2.3.2: Shorten the developmental course sequence in English so that students can complete transfer-levelEnglish within one year. 2019-2020 English curriculum and sequence will be evaluated, a�er being implemented inSpring 2019. Action 2.3.4: Shorten the developmental course sequence in ESL so that students can complete transfer-level Englishwithin three years. Last year, ESL curriculum and sequences were redesigned. 2019-2020: Following the receipt ofthe chancellor’s o�ice ESL guidance, the ESL faculty have created a planned redesigned of the ESL sequence,including the integration of reading and writing courses, and expect to launch updated curriculum in Spring 2020.In addition, ESL faculty created a new advance ESL course designed to prepare students for English 1 (CollegeReading & Composition).Action 2.3.5: Train faculty in accelerated instruction. 2019-2020: Faculty continue to be trained in AB 705,acceleration pedagogy, , writing and reading across the curriculum.


Next Steps



Workshops and trainings for faculty will continue to assist all faculty with important topics as they relate to AB705.


Not Entered


Term and Year

Spring - 2019

Term and Year

Spring - 2020

Practice E

Intensive support is provided to help very poorly prepared students to succeed in college-level courses as soon as possible.


Scaling in progress

Progress to Date





Action 2.1.4: Implement best practices for increased CTE completion and success (e.g. Tutoring, contextualized math andEnglish, counseling). 2019-2020: Departments continue to implement and refine various methods. For example:contextualized math in Welding and Pharmacy Technician; curriculum redesign in Pharmacy Technician, FashionMerchandising, Culinary, and Sports Medicine; and so� skills embedded in CTE classes through New World of Work.;Tutoring was aligned with CTE classes.

Action 3.2.2: Implement best practices/interventions to increase completion rates for targeted student groups. 2018-2019: Student Services has implemented the following best practices activities for target groups to increase completionrates: (1) O�ering individualized math tutoring for veterans (2) Providing annual Veteran Ally training for faculty, sta�,and administration (3) Learning Resource Center collaborating with instructors to determine areas to strengthen, forexample, English progression (4) Adding a Career Technical Education Student Success Coordinator (5) Implementingfrequent and intrusive follow up services for disproportionately impacted students from Student Success Coordinatorsfocused on course completion (6) Holding collaborative workshops to share information on resources for academicand progress probation students with counselors, financial aid, and student success coordinators sharing (7) O�eringtextbook, laptop, and mobile Wi-Fi hotspot checkout programs (8) Providing direct student financial support to assist incourse completion (emergency textbook vouchers, gas vouchers, and food vouchers).

Action 2.3.6: Integrate and align peer academic support programs (embedded tutoring, Writing Center tutors, mathtutors, supplemental and augmented instruction). 2018-2019: A task force has been created to address the need forgreater alignment and integration of peer academic support programs and support courses. This task force is workingto address campus concerns regarding the need for shared understanding of tutorial pedagogy across areas, tutor-training methods, blind spots in services, and ways to support the anticipated needed growth of student academicsupport in light of AB705.


Next Steps



Responsible parties for the attached actions will continue to work to provide under prepared students services tosucceed in in college-level courses.


Not Entered


Term and Year

Fall - 2019

Term and Year

Spring - 2020



Practice F

The college works with high schools and other feeders to motivate and prepare students toenter college-level coursework in a program of study when they enroll in college.


Scaling in progress

Progress to Date


Over the last year, the following progress has been made on the 2018-2021 Strategic Plan and directly ties to thisGuided Pathway Essential Practice: *Action 3.2.3: Improve/increase collaboration between District faculty and feederhigh school teachers to better align high school exit and college entry standards. 2018-2019: Preliminary conversationswith feeder district superintendents are taking place through the District’s involvement with Tulare-Kings Collaborative.


Next Steps



Responsible parties for the attached actions will continue to work with feeder schools to get students better preparedwhen they enroll in college.


Not Entered


Term and Year

Fall - 2019

Term and Year

Fall - 2020



Pillar 3. Stay on the Path

Practice A

Advisors monitor which program every student is in and how far along the student is towardcompleting the program requirements.


Scaling in progress

Progress to Date



Action 1.1.1: Implement best practices for student fulltime enrollment, graduation, or transfer in two-years. 2018-2019: Counseling focused upon early comprehensive education plans, encouraging 15 units per semester and insummer. Implemented DegreeWorks, including student training and incorporated DegreeWorks into counselingsessions. Some counselors were trained to provide Career Assessment for undecided majors using the Myers-BriggsType Indication tool Action 2.1.1: Complete implementation of DegreeWorks District-wide. 2018-2019: Counseling and evaluations sta�provided student and counseling faculty workshops and marketed DegreeWorks to students. A DegreeWorks videowith a student-friendly tutorial was created and is available on the District website. The counseling division chairwas recently approved though Faculty Enrichment Committee to o�er faculty DegreeWorks training, ConvocationFall 2019.*Action 2.1.3: Automate the application process for degrees and certificates. 2018-2019: An online application linkfor certificates has been created for ease of access. Student services, computer services, and Provosts collaboratedto seek ways to promote students to apply for certificates. On-going discussion is occurring locally and statewidesurrounding automatically awarding certificates and degrees upon a student’s completion. Action 2.1.4: Implement best practices for increased CTE completion and success (e.g. Tutoring, contextualizedmath and English, counseling). 2018-2019: Departments are implementing various proven practices. For example:contextualized math in Welding and Pharmacy Technician; curriculum redesign in Pharmacy Technician, FashionMerchandising, Culinary, and Sports Medicine; and so� skills embedded in CTE classes through New World of Work.;Tutoring was aligned with CTE classes.


Next Steps



While DegreeWorks is implemented, new students for Fall 2019 will be the first ones to have the program in place for theentirety of their education at the District. As such, the tool will be included in Orientation and students will be

Term and Year

Fall - 2019



encouraged to use the tool from the beginning of their program.


Not Entered


Term and Year

Spring - 2020

Practice B

Students can easily see how far they have come and what they need to do to complete theirprogram.


Planning to scale

Progress to Date



Action 2.1.1: Complete implementation of DegreeWorks District-wide. 2018-2019: Counseling and evaluations sta�provided student and counseling faculty workshops and marketed DegreeWorks to students. A DegreeWorks videowith a student-friendly tutorial was created and is available on the District website. The counseling division chairwas recently approved though Faculty Enrichment Committee to o�er faculty DegreeWorks training, ConvocationFall 2019.


Next Steps



While DegreeWorks is implemented, new students for Fall 2019 will be the first ones to have the program in place for theentirety of their education at the District. As such, the tool will be included in Orientation and students will beencouraged to use the tool from the beginning of their program.

Term and Year

Fall - 2019




Not Entered


Term and Year

Spring - 2020

Practice C

Advisors and students are alerted when students are at risk of falling o� their program plansand have policies and supports in place to intervene in ways that help students get back ontrack.


Not systematic

Progress to Date


As this is a new Guided Pathways Essential practice, the District will work to identify ways through Degree Works andthe Student Education Plan process. It is currently done in some programs like students enrolled in the StudentSuccess Program. In addition, it is done through specialized programs such as EOPS, Puente, Veterans, and Athletics.


Next Steps



Continue to work to identify systematic ways of monitoring for all students.


Not Entered

Term and Year

Fall - 2019

Term and Year

Spring - 2020




Practice D

Assistance is provided to students who are unlikely to be accepted into limited-accessprograms, such as nursing or culinary arts, to redirect them to another more viable path tocredentials and a career.


Not systematic

Progress to Date


Allied Health is leading the way in creating conversations with students identified as nursing majors. Students havebeen invited to workshops to help students see that there are several opportunities within the area of Allied Health, withmore being added every year.

Action 2.1.2: Identify and categorize areas of study (meta-majors). 2019-2020: A few of the District's program areaswere early adopters of Meta Majors. An example is the Allied Health division wherein all six departments partner andhold one informational meeting for students on pursuing health pathways. District-wide the plan was to finish theplanning work in the 2019-2020 academic year. Academic Services and Academic Senate held a summit in August 2019on meta-majors, a�er that was also the focus of the Management Summer Institute. Academic Senate in conjunctionwith a Meta Majors Task Force has dra�ed possible meta major area. There is a follow-up Summit scheduled forJanuary 2020 to complete this important work.


Next Steps



Continue to identify viable options for students interested in high demand programs.


Not Entered

Term and Year

Fall - 2019

Term and Year

Spring - 2020




Practice E

The college schedules courses to ensure students can take the courses they need when theyneed them, can plan their lives around school from one term to the next, and can completetheir programs in as short a time as possible.


Scaling in progress

Progress to Date



Action 1.1.3: Implement student centered schedule planning to maximize fulltime enrollment (Student Education Plandata, previous semester classes, placement data, etc.): Departments have focused are focusing on improving coursesequencing, class scheduling, and curriculum redesign, including, Child Development, Culinary, Fashion Merchandising,Construction Technology, ICT Information Communication Technology, Welding, Plant Science, and Sports Medicine. Instructional Council will continue to look at scheduling both from a division level and also a district level.


Next Steps



Responsible parties for aligned District Actions will continue work to align course schedules with students’ needs.


Not Entered

Term and Year

Spring - 2019

Term and Year

Spring - 2020




Pillar 4. Ensuring Learning

Practice A

Program learning outcomes are aligned with the requirements for success in the furthereducation and employment outcomes targeted by each program.


At scale

Progress to Date



Action 4.1.1: Increase the e�ective use of data in unit program reviews. 2018-2019: The Research O�ice is providingdata and consultations to program review units. With the deployment of Tableau so�ware, program review units forthe first time had access to substantially more data than in previous years. Units can now explore and dis-aggregatedata by campus, instructional mode, ethnicity, and gender for success rates, FTES, and productivity, as applicable.Institutional Program Review Committee has developed a specific training module on the uses of data in programreviews. This training includes systematic processes to locate data locally and on the CCCC web site. The in-persontraining on the uses of data in program reviews were presented during Spring 2018 and Fall 2018. In addition, Outcomeand Assessment Committee co-chairs are advising individual faculty on incorporation and analysis of assessment datafor program review.

In addition, Outcome and Assessment Committee are advising faculty how to better incorporate and analyzeassessment data, both in their program reviews and to incorporate into needed curriculum and pedagogicalchanges.


Next Steps



This Essential Practice has been implemented fully for several years through the District’s Program Review Process. Aswith all District processes and procedures, however, constant quality improvement cycles will continue. E�ective use of

Term and Year

Spring - 2019



data in unit program reviews will continue to be a focus for the District.


Not Entered


Term and Year

Spring - 2020

Practice B

Instruction across programs (especially in program introductory courses) engages students inactive and applied learning, encouraging them to think critically, solve meaningful problems,and work and communicate e�ectively with others. (Note: This practice was added to SOAA inFebruary 2019).


Planning to scale

Progress to Date



Action 2.4.2: Embed so� skills into CTE curriculum and provide training for faculty. 2018-2019: Several CTEprograms embed so� skills directly into existing courses. These include: PTA, Fire Academy, Sports Medicine,Welding, most Agriculture courses, and several other areas. Several have focused this year on addressing this issuewith Fashion, Child Development, Culinary, and Business especially adding content. E�orts to provide training toCTE faculty are on an ongoing basis. In addition, Healthcare Workforce Initiative has provided online training onso� skills for nursing faculty. Action 2.3.6: Integrate and align peer academic support programs (embedded tutoring, Writing Center tutors, mathtutors, supplemental and augmented instruction). 2018-2019: A task force has been created to address the need forgreater alignment and integration of peer academic support programs. This task force is working to addresscampus concerns regarding the need for shared understanding of tutorial pedagogy across areas, tutor-trainingmethods, blind spots in services, and ways to support the anticipated needed growth of student academic supportin light of AB705. Action 4.1.1: Increase the e�ective use of data in unit program reviews. 2018-2019: The Research O�ice is providingdata and consultations to program review units. With the deployment of Tableau so�ware, program review unitsnow have access to substantially more data than in previous years. Units can now explore and disaggregate databy campus, instructional mode, ethnicity, and gender for success rates, FTES, and productivity, as applicable.Institutional Program Review Committee has developed a specific training module on the uses of data in programreviews.



In addition, through the District's planning model, many of these areas have been incorporated into our InstitutionalLearning Outcomes which are monitored through the Outcomes and Assessment processes.


Next Steps



The goal will be to ensure that all CTE programs have embedded so� skills into the curriculum. A�er fullimplementation, this will be evaluated for ongoing quality improvement. With the changes in multiple measures,AB705, and course delivery, there will be need for further alignment of the support services needed across programs.


Not Entered


Term and Year

Fall - 2019

Term and Year

Spring - 2020

Practice C

Students have ample opportunity to apply and deepen knowledge and skills through projects,interships, co-ops, clinical placements, group projects outside of class, service learning, studyabroad, and other experiential learning activities that program faculty intentionally embedinto coursework.


Planning to scale

Progress to Date



Action 2.4.2: Embed so� skills into CTE curriculum and provide training for faculty. 2018-2019: Several CTEprograms embed so� skills directly into existing courses. These include: PTA, Fire Academy, Sports Medicine,



Welding, most Agriculture courses, and several other areas. Several have focused this year on addressing this issuewith Fashion, Child Development, Culinary, and Business especially adding content. E�orts to provide training toCTE faculty are on an ongoing basis. In addition, Healthcare Workforce Initiative has provided online training onso� skills for nursing faculty. Action 2.3.6: Integrate and align peer academic support programs (embedded tutoring, Writing Center tutors, mathtutors, supplemental and augmented instruction). In 2018-2019, a task force was created to address the need forgreater alignment and integration of peer academic support programs. This Task Force continues to addresscampus concerns regarding the need for shared understanding of tutorial pedagogy across areas, tutor-trainingmethods, blind spots in services, and ways to support the anticipated needed growth of student academic supportin light of AB705.


Next Steps



While the District has o�ered Work Experience, interns, and placements in areas within the District, the addition ofdistrictwide Career Services will continue to enhance the District’s 2018-2021 District Objectives, and this GuidedPathways Essential Practice.


Not Entered


Term and Year

Fall - 2019

Term and Year

Spring - 2020

Practice D

Faculty/programs assess whether students are mastering learning outcomes and buildingskills across each program, in both arts and sciences and career/technical programs.


At scale

Progress to Date





Action 4.1.1: Increase the e�ective use of data in unit program reviews. In 2018-2019, the Research O�ice provideddata and consultations to program review units. With the deployment of Tableau so�ware, program review unitsnow have access to substantially more data than in previous years. Units can now explore and dis-aggregate databy campus, instructional mode, ethnicity, and gender for success rates, FTES, and productivity, as applicable.Institutional Program Review Committee developed a specific training module on the uses of data in programreviews. In 2019-2020, the Institutional Program Review Committee will continue to review data sets and work withthe Program Review Forms to make the process even more meaningful for the units.


Next Steps



As part of the ongoing process for continued quality improvement, courses and programs are regularly assessedthrough the Program Review Process. While Institutional Program Review Committee continues to refine the programreview process, the Outcomes and Assessment Committee continues to work with divisions as how to best captureoutcome results.


Not Entered


Term and Year

Fall - 2019

Term and Year

Spring - 2020

Practice E

Results of learning outcomes assessments are used to improve teaching and learning throughprogram review, professional development, and other intentional campus e�orts.


Planning to scale



Progress to Date



Action 4.1.1: Increase the e�ective use of data in unit program reviews. In 2018-2019, the Research O�ice provideddata and consultations to program review units. With the deployment of Tableau so�ware, program review unitsnow have access to substantially more data than in previous years. Units can now explore and dis-aggregate databy campus, instructional mode, ethnicity, and gender for success rates, FTES, and productivity, as applicable.Institutional Program Review Committee developed a specific training module on the uses of data in programreviews. In 2019-2020, the Institutional Program Review Committee will continue to review data sets and work withthe Program Review Forms to make the process even more meaningful for the units. In addition, the Outcomesand Assessment Committee shares ILO assessment reports through District Governance, and with the FacultyEnrichment Committee, as appropriate. In addition. this committee is piloting a new ILO assessment model induring the 2019-20 year which pairs the ILO assessment with a professional development workshop for faculty. Action 4.3.1: Implement a Professional Development Plan for the coordination, alignment, and management ofprofessional development activities and new employee orientation. While this action is to be formally implementedin the 2019-2020 academic year, Professional Development has been happening on several levels for many years. Faculty, sta�, and administration regularly participate in professional development both related to pedagogy,laws, and curriculum. Recently, and with the implementation of AB705, significant resources have been directed atworkshops and training as it relates to acceleration of instruction, co-requisites, diversity, and writing across thecurriculum.


Next Steps



The District will continue to implement District Objective 4.3, and specifically action 4.3.1. Responsible parties for thealigned district actions will continue to review teaching and learning through program review, professionaldevelopment, and intentional district e�orts.


Not Entered


Term and Year

Fall - 2019

Term and Year

Spring - 2020



Practice F

The college helps students document their learning for employers and universities throughportfolios and other means beyond transcripts.


Planning to scale

Progress to Date


Various courses, both CTE and academic, use portfolio or other types of documents to help students demonstrate theirlearning for employers and universities. These include, but are not limited to, classes in the Arts, Business, Fashion,Industrial Maintenance, English, Computer Sciences, and Public Safety. The Career Development team continues towork with CTE faculty to embed these activities into curriculum.

Under the 2018-2021 Strategic Plan,

Action 2.4.1: Create a comprehensive career development program that prepares students for employment. In2018-2019, the District hired a full-time Career Services director to systematically coordinate all career-relatedservices. Counseling has launched the Myers-Briggs Type Indication assessment tool with 13 trained counselors. Afull-time career counselor position was hired Fall 2019 to lead all career exploration-related services. In 2019-2020,the District plans to continue additional training for faculty in sta� in embedding these activities into classroomcurriculum. Action 2.4.2: Embed so� skills into CTE curriculum and provide training for faculty. In 2018-2019, several CTEprograms embed so� skills directly into existing courses. These include: PTA, Fire Academy, Sports Medicine,Welding, most Agriculture courses, and several other areas. Several have focused this year on addressing this issuewith Fashion, Child Development, Culinary, and Business especially adding content. E�orts to provide training toCTE faculty are on an ongoing basis. In addition, Healthcare Workforce Initiative has provided online training onso� skills for nursing faculty.


Next Steps



Responsible parties for the aligned district actions will continue to help students document their learning foremployers.


Not Entered

Term and Year

Fall - 2019

Term and Year

Spring - 2020




Practice G

The college assesses e�ectiveness of educational practice (e.g. using CCSSE or SENSE, etc.)and uses the results to create targeted professional development.


At scale

Progress to Date



Action 4.1.1: Increase the e�ective use of data in unit program reviews. In 2018-2019, the Research O�ice isproviding data and consultations to program review units. With the deployment of Tableau so�ware, programreview units now have access to substantially more data than in previous years. Units can now explore anddisaggregate data by campus, instructional mode, ethnicity, and gender for success rates, FTES, and productivity,as applicable. Institutional Program Review Committee has developed a specific training module on the uses ofdata in program reviews. This training includes systematic processes to locate data locally and on the CCCCwebsite. While the district doesn't use either the CCSSE or SENSE surveys, it does engage in a Student SupportServices Survey every two years for this purpose. The results have been significant. In addition, Our "You Speak,We Listen" campaigns are primarily based on feedback and data from the “Student Support Services Survey.”Thestudent survey, which is administered biennially, asks our students to reflect on their experiences at COS, includingtheir awareness and satisfaction of the COS programs, resources, and services. To date, the survey has beenadministered three times to COS students (Spring 2015, Spring 2017, and Spring 2019), and the next administrationis scheduled for Spring 2021.) In addition, the Outcomes and Assessment Committee shares ILO assessment reportsthrough District Governance, and with the Faculty Enrichment Committee, as appropriate. In addition. thiscommittee is piloting a new ILO assessment model in during the 2019-20 year which pairs the ILO assessment with aprofessional development workshop for faculty.


Next Steps



Responsible parties for the aligned district actions will continue to assess e�ectiveness of educational practices and usethe results in professional development.

Term and Year

Spring - 2017




Not Entered


Term and Year

Spring - 2020

Student Engagement & SupportStudent Engagement: Implementation

In what ways are you continually engaging students in the planning and implementation of Guided Pathways on yourcampus? (Minimum of one required)

• Student survey(s)

• Other

Other

Student involvement on all committees of the Strategic Plan Task Force which incorporated the elements of Guided Pathwaysinto the 2018-2021 Strategic Plan. In addition, student involvement is on all Governance Groups, on task forces such as theMeta Maj

Engagement E�orts - Details

The College of the Sequoias is operating under its 2015-2025 COS Master Plan. As part of that process, every three years, theDistrict updates its strategic plan with the last one being updated for 2018-2021 COS Strategic Plan and Planning Process,District constituencies built in the Key Elements of the Guided Pathways program into the 10 District Objectives and 26 DistrictActions. Our goal was to align the Guided Pathway Pillars into our daily work so as to focus our e�orts, set realistic goals, aswe continue to move the needed for student success. As such, in each area, relevant actions have been tied to what are nowconsidered Guided Pathways Essential Practices.

Course Alignment

Over the last year, the following progress has been made on the 2018-2021 Strategic Plan and ties directly to coursealignment.

The District continues to work on implementing a student- centered schedule planning to maximize full-time enrollment(Student Education plan data, previous semester classes, placement data). While Departments have focused on improvingcouse sequencing, class scheduling, and curriculum redesign, Instructional Council continues to discuss better approaches. Inaddition, with continued use of DegreeWorks data, the District will be able to determine course demand on a semester-by-semester basis.



Year 2 Self-Assessment Upload

Document Title Type Uploaded Comment

Sequoias GP Submission 4_30.pdf

Self-Assessment 11/26/2019, 6:42:05 PM N/A

Success Story

Success Story

Title

Communication Campaign Disseminating Data with an Equity Lens

Follow-up Contact Persons(s)

No contacts assigned

Challenge

Not Entered

Success Story

One of the Research O�ice’s improvement goals was to be able to routinely and e�ectively conduct and/or facilitatesurveys and questionnaires that support our college’s planning activities, outcomes and assessment cycle. A quickreview of our college’s survey administration practices revealed that too many uncoordinated and sometimes poorlydesigned surveys were being administered college-wide. The survey resulted in 15 campus-level area specific reports,which were distributed to area managers and administrators for their review and action. In addition to area reports,managers and sta� can access the Interactive Student Survey Results Dashboard, which allows users to disaggregateand/or filter survey data by campus location, gender, race/ethnicity, load (full-time/part-time), first generation status,and student type (first-time, returning, continuing). We also shared the survey results at our Fall Convocation and withthe college’s participatory governance groups, including Student Senate, Academic Senate, Board of Trustees, andothers. The full details of this Communication Campaign in the following link, where Dr. Ozturk published an article inthe The California Community College's Research and Planning Group (also known as RP Group), PerspectivesPublication.

Find the full article at: https://rpgroup.org /Portals/0/Documents/Perspectives/PerspectivesFall2019.pdf?ver=2019-11-13-081936-000

Outcomes

As part of this commitment, the District wholeheartedly supports the learning and working environments of ourstudents and employees. We rely on campus-wide feedback and data to enhance our ongoing self-improvement andself-assessment processes. This feedback is valuable to our continuous improvement e�orts, as guided by our 10- YearEducational Master Plan Goals and our 3-Year Strategic Plan Objectives.

https://prod-swp-attachments.s3-us-west-1.amazonaws.com/documents/proposal/8071/2019/11/26/184204/Sequoias%20GP%20Submission%204_30.pdf



2020 © California Community CollegesNOVA Site Version: 4.13.3

Vision for Success Goals

• Reduce regional achievement gaps across all of the above measures through faster improvements among collegeslocated in regions with the lowest educational attainment of adults

https://nova.cccco.edu/releaseNotes