Los Angeles City College Self Evaluation 2016 Page 151

Through outcomes assessment, counseling faculty develop action plans to enhance student development and success (ST2C-31; ST2C-32; ST2C-34). The learning outcomes have been assessed three times since 2011, using pre and post surveys. As a result of the assessment, the survey was modified and improved, the PowerPoint orientation was updated, and all counselors were required to use the presentation. Other student support programs that offer counseling assess students’ understanding of educational program requirements, graduation requirements, and transfer policies through the outcomes assessment process (ST2C-35).

The Counseling Department offers classes that encourage personal development for students, including Counseling 40: College Success. This course is mandatory for students in the First Year Experience (FYE) program. The course has learning outcomes and undergoes outcomes assessment.

Distance Education. The College ensures that comparable services are available for all DE and off-site students. The College provides online academic advisement and orientation for all students. Since 2013, a counselor has been assigned to provide 24/7 online advising (ST2C-36). A dedicated online counselor is provided training on how to use the online system.

Quality Focus Essay Plans. • By 2018, the College will provide First Year Experience support services in the second

year, with a focus on support within the student’s major through a faculty-student mentoring program (Supports action project objective 2.4.)

• By 2017, the College will identify and support cohorts of students in “signature”academic transfer, degree, and certificate programs (Supports action project objective 2.4)

• Also, see Quality Focus Essay plans for Standards II.C.1 and II.C.3

Standard II.C.6. The institution has adopted and adheres to admission policies consistent with its mission that specify the qualifications of students appropriate for its programs. The institution defines and advises students on clear pathways to complete degrees, certificate, and transfer goals.

Evidence of Meeting the Standard:

Admission policies • The College admits any person possessing a high school diploma or its equivalent. The

College follows District policies on each of the following: the admission of elementary and secondary students as full-time or part-time students; the admission and residence classification of non-citizens; applicants for student visas; and residence requirements (ST2C-61, p.1)

• All specialized programs with selection processes include information and/or applicationson their department websites:

o Dental Technology (ST2C-38)o Radiologic Technology (ST2C-39)

Los Angeles City College Self Evaluation 2016 Page 152

o Nursing (ST2C-40)o Theater Academy (ST2C-41; ST2C-42; ST2C-43)

Pathways • Students learn about prerequisites and pathways to complete degrees, certificates, and

transfer during orientation and counseling sessions (ST1C-36, pp.4-6) • Counselors use the catalog to advise students on courses required to complete degrees

and certificates (ST1A-15, pp.41-132) • The College Transfer Center, which has a designated counselor, provides resources

including transfer university catalogs, workshops, campus tours, and university representatives. The website includes information on articulation agreements and transfer requirements. (ST2C-37)

Analysis and Evaluation:

Policies. The College admission policy allows for admission of any person possessing a high school diploma or its equivalent. This policy is consistent with the College mission to “empower students from the diverse communities it serves.” The online application, which is vetted through an admissions process, ensures the eligibility of students enrolling in the College. Students agree that they are able to follow the recommended list of courses in their Educational Plan (ST1A-28, p.11, #20).

The College employs a full-time articulation officer who works with faculty to establish articulation agreements with transfer institutions. Articulation agreements provide students seamless transfer of credit and define pathways to program completion. The articulation officer helps the College define pathways for general education and associate degrees for transfer to four year schools.

Pathways. The Student Success and Support Program (SSSP) mandates all incoming students receive assessment, orientation, and counseling. Effective fall 2016, all students who have completed a minimum of 15 units must declare a major and have a comprehensive education plan for further priority registration.

The First Year Experience (FYE) program is designed to prepare first-year students for academic success and to help them select a career goal. The program helps students transition through developmental level classes and prepare them for completion of college level transfer programs or certificates. The goals and outcomes of the FYE program are described and documented (ST2C-44; ST1B-81b, p.1; ST1B-81a, pp.18-28). Moving forward the program will undergo outcomes assessment in program review.

The Extended Opportunity Program and Services (EOPS) mission is to assist students challenged by language, economic, and educational disadvantages and to facilitate the successful completion of their academic goals, which may include program completion, and transfer. The program undergoes outcomes assessments and program review.

Los Angeles City College Self Evaluation 2016 Page 153

The Curriculum Committee and EPPIC routinely evaluate pathways to the completion of awards or transfer to ensure that students can efficiently achieve their educational goals (ST1B-88; ST2A-16; ST2A-62).

Distance education. Online orientation is available for DE students.

Quality Focus Essay Plan. • By fall 2018, the College will expand its admissions policies to better serve students in

the matriculation process. (Supports action project objective 2.1.) • Also see Quality Focus Essay plans for Standards II.C.1, II.C.3, and II.C.5

Standard II.C.7. The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases.

Evidence of Meeting the Standard:

Admissions and placement instruments • The College uses CCCApply, an admissions application used throughout the state of

California that affords the District the opportunity to use one application for admission to any of the District’s colleges (ST2C-45)

Processes to validate effectiveness • The College uses instruments from the California Community College Chancellor's

Office list of approved assessment instruments (Accuplacer) for math, English, and ESL. These assessment tests are validated using the Standards, Policies and Procedures for the Evaluation of Assessment Instruments used in the California Community Colleges (ST2C-46).

• The College uses locally established cut scores using multiple measures from identifiedplacement instruments to determine placement within each course sequence. These placement instruments are on the approved list from the California Community College Chancellor’s Office.

• The Test of Essential Academic Skills (TEAS V) is used as part of the admissionsprocess for the Nursing program (ST2C-49, p.2)

Analysis and Evaluation:

Assessment is a critical component of the matriculation process and a core function of the Student Success and Support Program (ST2C-50). The Assessment Office offers placement testing year-round in the Drop-In Center (ST2C-51). Non-matriculating students are offered the opportunity to complete assessment testing for placement in the English and/or the mathematics course sequence (ST2C-52). A majority of students are satisfied with Assessment and Placement Services (ST1A-28, p.8, #19b).

East Los Angeles College Self Evaluation Report 2016 237

counseling services has on student development and success. Each of these programs through a

combination of survey items, external evaluation, and program design and development

generated convincing data on how their various initiatives aided student development and

success.

With so many new activities that are constantly emerging, getting the correct information to new

students is challenging. Efforts to create a Welcome Campaign aim to address this challenge and

continuously improve counseling services. These efforts are included as part of the QFE and the

Action Plan to strengthen college-wide communication.

653 Services for students 654 Counseling 655 Transfer Center 656 Career & Job Services 657 Extended Opportunities Program and Services 658 2015-2016 General Catalog p. 193 659 Counseling Department 660Online Quick Questions 661 E-Chat with a Counselor 662Online Job Database 663 Career Assessments 664 AOC 665 International Student Program 666 Veterans Resource Center 667 New Counselor Training Sign-In Sheet and PowerPoints 668 AOC Day Reports; Annual Update Planning Reports 2016-2017; 669 New Student Orientation Survey results

II.C.6. The institution has adopted and adheres to admission policies consistent with its mission

that specify the qualifications of students appropriate for its programs. The institution

defines and advises students on clear pathways to complete degrees, certificate, and

transfer goals.

East Los Angeles College Self Evaluation Report 2016 238

Evidence

East Los Angeles College is an open access college that welcomes nearly all potential

students. The College’s general admission policies are consistent with its mission statement of

open access, reflective of Los Angeles Community College District Board rules that follow

California State regulations.670 Board Rule 8100 “allows students who are high school graduates

or equivalent to attend East Los Angeles College.”

Students who are 18 years or older without a high school diploma or its equivalent are admitted

as provisional students. Students who are concurrently enrolled in K-12 grades can attend East

Los Angeles College part time or full time, with parental consent, concurrent elementary or

secondary permit and approval of the President or his designee and the Dean of Admissions. For

students who are not yet enrolled in high school, approval is needed from a college special

admissions committee, made up of faculty and administrators. The only exception to the open

admissions policy applies to potential students in the United States under a travel visa (B-1 or B-

2). This exception in Board Rule 8100 responds to increased Federal regulation and tracking on

non-resident attendance in American schools. All other students are welcome to attend. Non-

California residents may attend; however a nonresident tuition rate is applied.671

Information published in the General Catalog and Catalog updates672 serves as the preliminary

source of information used to guide students towards degree, certificate, and transfer

completion.

Counseling faculty use information published in the General Catalog and Catalog Updates when

advising students on completion of their degree, certificate, and transfer goals at

ELAC. Information published in the General Catalog is supplemented by counselors’

participation on campus committees that allows them to remain abreast of any major changes to

policy and requirements relating to the completion of degree, certificates, and

transfer. Additionally, departments across campus are regularly invited to Counseling

Department meetings to share new information pertaining to their certificate and/or degree

programs.673

East Los Angeles College Self Evaluation Report 2016 239

Counseling Faculty in the Transfer Center and Career & Job Services offer individual

appointments to assist students in exploring and identifying their certificate, degree, and transfer

ambitions at ELAC. Additionally, Counseling Faculty in both offices coordinate events,

workshops, and committees whereby other faculty and staff contribute to students’ process of

identifying their educational pathway at ELAC. Similarly, academic disciplines often coordinate

workshops to highlight different career pathways associated with completion of certificates and

degrees in their discipline.674

Analysis and Evaluation

The College meets the Standard and Eligibility Requirement 16.

The depth and breadth of programs offered at ELAC supports the open access mission of the

community college. Enrollment continues to grow as students recognize that ELAC provides

pathways towards upward social mobility and global citizenship. Information on the various

certificates, degrees, and transfer pathways available to students is widely available on the

campus website. Students receive an overview of the educational opportunities available when

completing their mandatory New Student Orientation. Shortly after completing this step,

Counseling faculty develop an Abbreviated Student Educational Plan tailored to a student’s

particular educational goal.

As a whole, counseling faculty remain abreast of the various degree, certificate, and transfer

pathways available to students at ELAC. While there are a number of counselors who liaise with

specific departments on campus, the structure of the Counseling Department necessitates that

each Counselor have a working knowledge of every possible educational objective attainable at

ELAC. Dissemination of this information continues throughout a student’s educational journey

via individual counseling appointments and group workshops. Given the ever-changing nature

of transfer admission requirements, counselors frequently attend transfer conferences about the

UCs, CSUs, and private schools to remain abreast of the latest trends and requirements pertinent

for community college students wishing to transfer.

The information students receive about pathways to completing their educational objectives is

complemented by the services offered in the Career & Job Services office and the Transfer

Center. Career & Job Services offers career services to assist students to explore and identify

their respective pathway to degree, certificates, and/or transfer completion.

Career counseling sessions are scheduled for one hour to discuss majors, occupations, and

pertinent career options for students. Career assessments and inventories, such as Myers-Briggs

Type Indicator, Strong Interest Inventory, and Motivated Skills Card Sorts, are also available for

students to take, depending on the Career Counselor's recommendations. As a means to address

East Los Angeles College Self Evaluation Report 2016 240

ELAC’s many Career & Technical educational objectives, Career & Job Services collaborates

with all 33 CTE disciplines and ASU clubs to host an annual Career & Technical Education

Pathway Fair. This has proven a successful event for the past two years with more than 500

students participating. The Career & Technical Education Pathway Fair is an excellent example

of the College’s collaborative efforts to inform students on the many certificates, degrees, and

transfer paths available. Many other disciplines across campus host their own respective

workshops/open houses to highlight career pathways tied to pursuing certificates, degrees, and/or

transfer in their respective subjects.

The Transfer Center assists students in defining transfer pathways via appointments with the

Transfer Center Counselor as well as university representatives from surrounding

institutions. Workshops, university tours, and events like the Transfer Student Success

Conferences allow the Transfer Center to provide clarity on transfer pathways to students en

masse. The Transfer Center serves as a hub for Transfer focused programs like Adelante, FYC,

Honors, Puente, MESA/STEM, UCLA CCCP, and LMU Partnerships. Campus staff, faculty,

and administration promote these programs by directing students towards the transfer center for

information on these programs.

In summer 2014, the College President created a Task Force on Transfer to evaluate and increase

university transfer rates. The Task Force members included student leaders, classified personnel,

faculty, transfer program directors, and administration. The Task Force on Transfer developed

events and activities to increase campus and community engagement in the Transfer

Mission. Efforts of the Task Force on Transfer resulted in 2014 Opening Day Convocation

focusing on the school’s transfer mission. Faculty and staff were informed of the Task Force’s

work and received invitations to participate in work-groups to implement events and activities

created by the Task Force on Transfer. The Task Force on Transfer also requested data to

identify students approaching eligibility for transfer. Identified students were then contacted and

invited to meet with a Counselor to solidify their transfer plans. Lastly, the Transfer Center

continues to engage in conversations to create transfer pathways with schools like UCLA, UCLA

Law, Cal Poly Pomona, and LMU. Strengthening the transfer culture at ELAC is one of the

components that will be addressed in the Quality Focus Essay.

The institution has adopted and adheres to admission policies consistent with its mission that

specify the qualifications of students appropriate for its programs.675

670 Board Rule 8100 671 Registration and Fees 672 2015-2016 General Catalog p. 70, 78, 86 673 Academic Senate Membership; Curriculum Committee; Counseling Agenda 674 CTE Fair; Transfer Task Force; Transfer Fair; Chicano Studies, Psych, AJ Dept. Information Workshops 675 2015-2016 General Catalog p. 17; Online Admissions

Los Angeles Harbor College Self Evaluation Report 2016

Los Angeles Harbor College Self Evaluation Report 2016

Los Angeles Harbor College Self Evaluation Report 2016

164 LOS ANGELES MISSION COLLEGE

LIST OF EVIDENCEII.C.5-1a LAMC Catalog Counseling PageII.C.5-1b LAMC EOP&S PageII.C.5-1c LAMC Catalog DSP&S PageII.C.5-1d LAMC Veterans PageII.C.5-2 Counselor Conferences, Workshops and In-services II.C.5-3 Campus Workshops and Presentations II.C.5-4 Discipline Advisor Program HandbookII.C.5-5 Email from Scheduler Regarding Catalog and Schedule Revisions II.C.5-6 Counseling Department Website and Facebook PageII.C.5-7a Counseling WebsiteII.C.5-7b DSP&S WebsiteII.C.5-7c EOP&S WebsiteII.C.5-7d TRiO WebsiteII.C.5-7e Transfer Center WebsiteII.C.5-7f PD 17 Course ScreenshotII.C.5-8 AOC WebsiteII.C.5-9 Counselor Student Evaluation FormII.C.5-10 Student Services SurveysII.C.5-11 Discipline Advisor Program ParticipantsII.C.5-12 2014-15 Student Success and Support Program PlanII.C.5-13a Fall Supplemental Student Services Survey – Fall 2013II.C.5-13b Student Services Survey Fall 2014II.C.5-14 Spring 2015 Customer Service TrainingII.C.5-15 EAP Customer Service TrainingII.C.5-16 SARS DataII.C.5-17 Fall 2014 and Fall 2015 AOC DataII.C.5-18 E-Counseling Electronic SEP – Also See II.C.1 and II.C-3II.C.5-19 Fall 2014 and Fall 2015 SARS Data

II.C.6The institution has adopted and adheres to admission policies consistent with its mission that specify the qualifications of students appropriate for its programs. The institution defines and advises students on clear pathways to complete degrees, certificate and transfer goals. (ER16)

Evidence of Meeting the Standard:• Admission policies adhere to Title 5, the Education Code, District Board Rules, and

District Administrative Regulations (E-regs) and support student preparation for successfultransfer, career technical education, and improvement of basic skills (II.C.6-1a-c).

• The College catalog clearly delineates specific qualifications for courses withinprograms, including pre- and co-requisite requirements (II.C.6-2).

165Institutional Self Evaluation Report in Support of Reaffirmation of Accreditation

• Counselors assist students in developing educational plans and clear educationalpathways (II.C.6-3), (II.C.6-4), (II.C.6-5).

• Admissions staff support SSSP through student notification of dismissal and probation.The evaluators review student completion of transfer certification and graduationrequirements, and ensure that certificates of achievement and degrees are accuratelyposted to the student transcript (II.C.6-6).

• Several departments and disciplines participate in campus events such as CTETransitions day, Focus on Careers day, Fall Kick Off, and High School Senior Dayto apprise students on various certificates, degrees, transfer, and career opportunities(II.C.6-7 through II.C.6-13).

• The counseling department schedules career exploration workshops and has establishedan online Career Resource Center for undecided students (II.C.6-14).

• The First-Year-Experience was launched with Summer Bridge offering courses from sub-collegiate to transfer levels to facilitate the completion of transfer-level mathematics andEnglish courses by the end of students’ first year of enrollment (II.C.6-15), (II.C.6-16).

• The mathematics department offers summer boot camps to assist students instrengthening their skill level and improve placement scores (II.C.6-17).

• Several certificates and degrees in child development, multimedia, and health science,streamlined requirements to create pathways and meet students’ aspirations in specificcareer fields (II.C.6-18),(II.C.6-19).

• The College organizes an annual transfer fair with representatives from the CSU andUC systems and private universities to help students make an informed choice ontransfer (II.C.6-20).

Analysis and Evaluation:

The Office of Admissions and Records reviews and processes all applications and directs new students to the next steps – assessment, orientation, and counseling (AOC). The Student Success Initiative has granted the College the means for improved assistance to students developing abbreviated or comprehensive student SEPs. In spring 2015, electronic SEPs were developed and made available for use by students and counselors (II.C.6-4).

The catalog includes a list of the required courses, descriptions of programs and possible associated career pathways, and program learning outcomes* (PLOs). Some of the courses listed within programs specify pre- and co-requisite requirements necessary to enroll in the course.

Various campus events expose students to information about programs and support services. The Focus on Careers day highlights individual CTE programs and pathways and alerts students to the skills necessary in various industries. The Career and Technical Education Transitions Program partners with high schools, businesses, and community colleges to develop occupational pathways and work-based learning experiences in a sequential program of study.

Los Angeles Mission College

166 LOS ANGELES MISSION COLLEGE

In summer 2015, the First-Year-Experience (FYE) was launched. Participating students were placed in an English or mathematics workshop to strengthen weaknesses and improve placement. The experience with the FYE cohort elucidated the need for short-term English courses to expedite course completion in English competencies.

Several campus programs are customized to streamline requirements for program completion. For example, child development certificates are aligned with state standards to meet workforce, licensing, and commission on teacher credentialing permit requirements.

The health sciences associate degree was updated to incorporate degree options such as nursing, dental assisting, radiologic technology, and other allied health fields.

In a targeted transfer effort, the College’s law discipline participates in the “Community Colleges Pathway to Law School” initiative. Students enjoy course transfer, are exposed to the law school experience, receive individual advisement and mentoring from law school advisors, undergo financial aid counseling and LSAT preparation, and are eligible for application fee waivers for admission to participating law schools (II.C.6-21),(II.C.6-22).

Los Angeles Mission College meets this standard.

LIST OF EVIDENCEII.C.6-1a Chapter VIII Article VI Board Rule – LimitationII.C.6-1b Chapter VIII Article III Board RuleII.C.6-1c LAMC CatalogII.C.6-2 Statement of Student Qualifications for AdmissionII.C.6-3 Student Educational Plan II.C.6-4 Sample SEP with Advising Form, Catalog and Assist II.C.6-5 SARS Report for Number of SEPs – 7/1/2014 through 6/30/2015II.C.6-6 Sample of Communication Letters/Emails for Probation, Dismissal, Graduation

and Earned Certificates and degreeII.C.6-7 Flyer for CTE Transitions Day, Focus on Careers Day, Fall Kick Off, and High

School Senior Day Fall Kickoff II.C.6-8 Focus on Careers Day 2013 Attendance Sheet II.C.6-9 Focus on Careers Day 2013 Program FlyerII.C.6-10 Focus on Careers Day 2013 Attendance SheetII.C.6-11 CTE Transitions Website Focus on Careers Day 2014 Program FlyerII.C.6-12 CTE Transitions Counselor Day Sign-in Sheet 2014II.C.6-13 Attendance Sheet 2013II.C.6-14 Counseling Department Career Workshop Flyer and WebsiteII.C.6-15 FYE Meeting SummariesII.C.6-16 Summer Bridge ScheduleII.C.6-17 Math Summer Boot CampII.C.6-18 Health Science AS DegreeII.C.6-19 Child Development Certificate

Standard II

152

Standard II.C.6

The institution has adopted and adheres to admission policies consistent with its mission that specify the qualifications of students appropriate for

its programs. The institution defines and advises students on clear pathways to complete degrees, certificate and transfer goals. (ER 16)

Evidence of Meeting the Standard

District Board Rule 8100 establishes admissions criteria for all district

colleges, including Los Angeles Pierce College (II.C.58). The College is open to anyone possessing a high school diploma or who is 18 years of

age or older, if that individual is able to benefit from the programs and services offered at the College. This Board Rule provides the admission

of students in elementary or secondary grades as special full-time or part-time students as long as specific criteria are followed. These criteria

include the following: 1) written permission from the school of attendance

principal, 2) parental consent, 3) a determination that the student is able to benefit from community college instruction, and, 4) space being

available in the classes in which the student seeks to enroll.

Counselors offer a variety of group counseling/advising sessions and activities to educate students about academic programs and services

offered at Pierce College in an effort to ensure that students understand the requirements for their selected program of study, as well as

graduation and transfer requirements. These group sessions include the following:

• Transfer, career, and vocational workshops (II.C.35)

• Student Success workshops for students on probation or subject todismissal (II.C.53)

• Specialized workshops offered by EOPS/CARE, CalWORKs, and

Athletics (II.C.35) • College success and career guidance classes (II.C.59)

The College employs an articulation officer (0.5 FTE) who works with

discipline faculty to establish articulation agreements with transfer institutions in an effort to ensure the seamless transfer of credit from one

institution to another. Articulation agreements define and clarify pathways to degree completion and assist in the advisement of students.

In addition, the articulation officer assists the College in defining general education pathways for transfer, pathways to completion of associate

degrees for transfer, and transfer to four-year colleges and universities (II.C.60 and II.C.61).

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Los Angeles Pierce College Institutional Self Evaluation Report

153

The career and transfer centers respectively offer career counseling

services and transfer assistance. They have established annual events to provide extra-curricular activities to support the advisement of students

on major and career goals. The annual Meet Your Major Fair and Transfer Fair help students to identify appropriate career and educational

pathways, as well as advising them about pathways to completion of educational programs. The College also offers student success workshops

to assist students with advisement about degree and transfer completion in various academic areas. The transfer center includes dedicated

counseling for transfer, access to university representatives, as well as extensive transfer information to assist the College faculty in defining

transfer pathways and advising students on completion of requirements to attain their transfer goals. Additionally, the transfer center provides

workshops related to transfer requirements and assisting students with transfer applications (II.C.62 and II.C.63).

Analysis and Evaluation

The LACCD has an adopted Board Rule that governs admissions policies that is consistent with the both the District’s and the College’s respective

missions. As a public California community college, there are no specific admissions requirements unless a student is admitted in special status

because he or she attends an elementary or secondary school. The College provides advisement to students on clear pathways to

completion.

Standard II.C. 7 The institution regularly evaluates admissions and placement instruments

and practices to validate their effectiveness while minimizing biases.

Evidence of Meeting the Standard

The Los Angeles Community College District (LACCD) uses CCCApply as

the electronic admissions application district wide (II.C.64 and II.C.65). This admission application system is utilized throughout the state of

California and affords the LACCD with the opportunity to use one application for admissions to any of the District's colleges. As the College

transitions to electronic submission of applications for all student populations, the Admissions and Records Office ensures the seamless

transfer of college applications from paper to CCCApply. The Admissions and Records Office participates in the annual program planning,

comprehensive program review, and outcomes assessment processes to ensure program evaluation informs the implementation of new practices

and ensures the effectiveness of the application instrument (II.C.66).

II.C.6. The institution has adopted and adheres to admission policies consistent with itsmission that specify the qualifications of students appropriate for its programs. The institution defines and advises students on clear pathways to complete degrees, certificate and transfer goals. (ER 16)

Evidence of Meeting the Standard

Admission Policies Consistent with the College Mission

The College’s open admissions policy is consistent with its mission to “empower a diverse student population to achieve their academic and career goals, and to become critical thinkers and socially responsive leaders.” The College specifies the qualifications of students appropriate for its programs.

• The Los Angeles Community College District Board Rule 8100 establishes admissionscriteria for all District colleges, including Los Angeles Southwest College. This openadmissions policy supports the mission of the College. The College is open to anyonepossessing a high school diploma or who is 18 years of age or older and is able to benefitfrom the programs and services offered at the College. Students eligible for admissionare defined in the college catalog as high school graduates, non-high school graduates,transfer, and international students. The Board Rule also provides for the admission ofstudents in elementary or secondary grades as special full-time or part-time students aslong as specific criteria are followed. This provision is highly embraced at Los AngelesSouthwest College, as the College has a Middle College High School on campus andstudents are encouraged to take college courses while attending the high school oncampus. For these students there is a Supplemental Application for Admissions (II.C.6-1: Board Rule 8100; II.C.6-2: Admissions and Registration - 2015 -2016 CollegeCatalog, pgs. 16- 20; II.C.6-3: Supplemental Application for High School Students).

Advises Students on Clear Pathways

LASC defines and advises students through counseling and with the college catalog on clear pathways to complete degrees, certificate, and transfer goals.

• Information about admissions is available in the class schedule, the catalog, the Collegewebsite, at orientation, and in the Admissions Office. In addition, the Admissions Officealso assists students and programs with obtaining admissions documents when requestedby students for specialized programs such as nursing and athletics (II.C.6-4: ClassSchedule; II.C.6-5: College Catalog).

• Additionally, the Transfer Center on campus advises students on requirements foradmissions to four-year schools and regularly has four-year admissions representativeson campus to meet with students.

Los Angeles Southwest College | Institutional Self Evaluation Report 180

• The pathway for programs, courses, certificates, degrees, and transfer can be found inthe College Catalog:

• Instructional Programs pg. 55• What is your main educational goal pg. 56• Degrees and Requirements pg. 57• Associate Degrees for Transfer pgs. 57-58• ESL Pathway pg. 77• English and Developmental Communication Pathway pg. 78• Math sequence pg. 91• Plan A General Education Requirements pgs. 103-104• Plan B General Education Requirements pgs. 105-106• University Transfer Information pg. 107-109• IGETC Curriculum Agreement pgs. 110-112• CSU Curriculum Agreement pgs. 113-114

Analysis and Evaluation

The College adheres to District and State admissions policies consistent with the mission of the College that specify the qualifications of students appropriate for its programs. The institution defines and advises students on clear pathways to complete degrees, certificate, and transfer goals.

Conclusion

The College meets the Standard.

Evidence

II.C.6-1: LACCD Board Rule 8100 II.C.6-2: Admissions and Registration, 2015 -2016 College Catalog, pgs. 16- 20 II.C.6-3: Supplemental Application for High School Students II.C.6-4: Class Schedule II.C.6-5: College Catalog

II.C.7. The institution regularly evaluates admissions and placement instruments andpractices to validate their effectiveness while minimizing biases.

Evidence of Meeting the Standard

Admissions Evaluation

The College regularly evaluates admissions instruments and practices.

Los Angeles Southwest College | Institutional Self Evaluation Report 181

Los Angeles Trade-Technical College Self Evaluation Report 2016 Page 194

participants to communicate how the information gathered will advance the College mission and benefit the institution (II.C.5-23, II.C.5-24).

The College recognizes that it will need to address the level of counseling faculty and support provided as it launches additional pathways, provides the services connected to the Student Success and Support Program and other programs. Furthermore, it needs to identify mechanisms to streamline and decrease duplication of counseling and advising services. Given the PACTS framework and the prominent role for counseling, additional professional development for counselors related to PACTS strategies and innovation needs to be a priority. Lastly, the College will need to expand the availability of online support services, including eChat and other counseling related services, to meet students’ needs.

II.C.5. Evidence

II.C.5-1 Student Success ScorecardII.C.5-2 SSSP Report 2014-15, II.C.5-3 SARS ReportII.C.5-3 Adjunct Counselors Work ScheduleII.C.5-4 Screenshot College homepageII.C.5-5 General Counseling Guide to See a CounselorII.C.5-6 SSC Minutes October 17, 2013II.C.5-7 LATTC CatalogII.C.5-8 Counseling Dept Meeting ScheduleII.C.5-9 agendas-EOPS, DSPS, Pathway II.C.5-10 Pathway Counselors Meeting October 8, 2015II.C.5-11 Minimum qualificationsII.C.5-12 Saturday training session pptII.C.5-13 LACCD Counselor Conference trainingsII.C.5-14 LATTC Faculty Committee Interest formII.C.5-15 Screenshot ACO HomepageII.C.5-16 District SSSP dataII.C.5-17 Pathway Overview videoII.C.5-18 Clicker DataII.C.5-19 PACTS FrameworkII.C.5-20 Counseling Program ReviewII.C.5-21 sample counseling SAO with improvement benchmarkII.C.5-22 UC, CSU, Achieving the Dream, Student Success ConferenceII.C.5-23 conference formII.C.5-24 sample of complete conference form

II.C.6. The institution has adopted and adheres to admission policies consistent with its missionthat specify the qualifications of students appropriate for its programs. The institution defines and advises students on clear pathways to complete degrees, certificate and transfer goals. (ER 16)

Evidence of Meeting the Standard

Admissions Policies

Los Angeles Community College District (District) Board Rule 8100 establishes admissions criteria for

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all District colleges, including Los Angeles Trade-Technical College (LATTC) (II.C.6-1). Board Rule 8100 establishes an open admissions policy that supports the College mission. The College is open to anyone possessing a high school diploma or who is 18 years of age or older, and is able to benefit from the programs and services offered at LATTC. Students eligible for admission are defined in the College Catalog as high school graduates, non-high school graduates, transfer, and international students (II.C.6-2). Board Rule 8100 also provides for the admission of students in elementary or secondary grades as special full-time or part-time students as long as specific criteria are followed. These criteria include the following: 1) written permission from the school of attendance principal, 2) parental consent, 3) a determination that the student is able to benefit from community college instruction, and 4) space being available in the classes in which the student seeks to enroll.

LATTC also admits K-12 students through the Early College Program, which provides students the opportunity to concurrently enroll in college courses while still in high school. The purpose of the program is to provide advanced scholastic and educational enrichment opportunities for eligible students. Students who desire to participate in concurrent enrollment must be recommended by their principal or counselor and have parental permission. In addition to the College application, students must meet with their high school counselor to complete the Supplemental Application for Admissions (II.C.6-3).

Every LATTC course is open to enrollment by any person admitted to the College unless a prerequisite exists or there is a specific statutory or regulatory exemption. Enrollment is established through a districtwide system, and priority is based on students meeting criteria as established by state statute. The Student Success Act (Senate Bill 1456) requires students to complete orientation, assessment, and counseling for priority registration. There are also statutory criteria for priority registration for students in the following: Extended Opportunity Programs and Services (EOPS), Disabled Students Programs and Services (DSPS), Veterans, Foster and Kinship Care Education, and CalWorks.

Defines and advises students on clear pathways to complete degrees, certificate and transfer

All new, non-exempt students must complete Accuplacer, which is the College assessment exam. Concurrent enrollment students who wish to enroll in English and Math must take the College assessment and have a placement at or above English 101 and/or Math 125. The scores provide a recommended placement that counseling faculty review with students. The Associate Degree for Nursing and Cosmetology programs have additional entry requirements, which are reviewed with students. LATTC also provides expungement workshops and other resources to assist students with prior felonies that might prevent them from receiving state licensing and/or credentialing.

LATTC has 98 programs which are described in the College Catalog and the College website. Program fact sheets are located on the College website and include a program overview, list program learning outcomes (PLOs), and list required courses to earn the certificate and/or Associate of Arts and Science degrees. Each program fact sheet also contains a Quick Response (QR) code allowing a student to access information from their smart phone.

In order to provide clear pathways for students, the College implemented the Pathways to Academic, Career, and Transfer Success (PACTS) framework. Many programs are organized into pathways. These include Advanced Transportation and Manufacturing (ATM), Design and Media Arts (DMA), Construction, Maintenance and Utilities (CMU), Applied Sciences, Liberal Arts & Sciences, and Health Sciences departments. These pathways do not have additional admissions policies. The PACTS

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framework provides and ensures that both decided and undecided students have clear pathways to degree, certificate, and transfer.

Pathway videos describe the programs of study available in ATM, DMA, and CMU departments (II.C.6-4). These videos are targeted for decided and undecided students. During PACTS Plan sessions, counseling faculty and pathway navigators review the courses required for specific programs of studies, including major requirements and additional requirements for the Associate of Arts and Science degrees, and/or transfer (II.C.6-5).

Students also learn about pathways to complete degrees in the following ways: The College Catalog, which provides students with information about available programs of

study and requirements. This information is also posted on the College website via program factsheets, which are posted for every program for which a certificate or degree is offered (II.C.6-2).

Orientation and counseling information sessions through the Bridges to Success Center as part ofthe onboarding process. Students receive program fact sheets and additional information oncredit pathways in academic and career technical programs. Additionally, credit and non-creditofferings through the Academic Connections Department are reviewed with students needingremediation and/or skill enhancement.

Specialized counseling provided in Extended Opportunity Programs and Service (EOPS),Disabled Students Programs and Services (DSPS), Foster and Kinship Care Education Program,GAIN/CALWORKs, International Students, and Veterans.

Pathways to transfer information available through the Transfer Center and pathway counselorfor the Liberal Arts and Sciences Pathway. The Transfer Center website has information onarticulation agreements and transfer requirements (II.C.6-6). Additionally, the Center hasresources including university catalogs, workshops, campus tours, and university representatives.

In an effort to advise students on pathways, the College launched pathway overview sessions in Fall 2014. These sessions provide students with an orientation to the programs of study, the faculty in each pathway, including the pathway counselor, and career options within a pathway. In addition to the pathway overview sessions, once a student is enrolled in a first semester course, a counselor and instructional faculty member conduct a PACTS Plan session, which provides students with a comprehensive Student Educational Plan (II.C.6-7). In addition to the necessary coursework a student needs to complete, the student also receives information regarding their level of competency in the four areas of Tier 1.

Analysis and Evaluation

Evidence demonstrates the College meets this Standard and Eligibility Requirement 16. In order to provide clear pathways for students, the College implemented the PACTS framework. In order to improve the advisement of students to clear pathways for degrees, certificates, and transfer goals, the College implemented a model of pathway counselors (embedded counselors) in the six launched pathways in 2014. While this provides direction for students, the College still has a population of students that are undecided. Undecided students are advised in general counseling to explore career and pathway options, and to enroll in math and/or English courses based on their Accuplacer scores. This population of students requires additional time and/or interventions (in-person and online) to define their goals and identify a program of study by their third semester and/or after they earn 15 units.

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Each term, the enrollment process is reviewed. Each registration cycle is evaluated and changes are implemented in subsequent registration cycles. Initially, the College had a three-day orientation, assessment, and counseling process; however, after reviewing data and feedback from faculty and students, the process was shortened to one day (five hours), and the sequence of services was changed to meet students’ needs.

II.C.6. Evidence

II.C.6-1 Board Rule 8100 II.C.6-2 Catalog information about programsII.C.6-3 Early College Program Website and formsII.C.6-4 Pathway VideoII.C.6-5 PACTS Plan II.C.6-6 Transfer Center WebsiteII.C.6-7 SEP example

II.C.7. The institution regularly evaluates admissions and placement instruments and practices tovalidate their effectiveness while minimizing biases.

Evidence of Meeting the Standard

The College has adopted and strictly follows admission policies consistent with its mission as a public community college. The policies comply with California Code of Regulations, Title 5. The admissions policies are published in the College Catalog and in the Registration Guide on the Schedule of Classes webpage. The Los Angeles Community College District (LACCD) uses CCCApply as the districtwide electronic admissions application (II.C.7-1). This admissions application system is utilized throughout the State of California and provides the LACCD with the opportunity to use one application for admission to any of the District's colleges. Bridges to Success and the Admissions and Records Office work collaboratively to ensure the seamless transfer of paper applications to CCCApply.

The Admissions and Records Office participates in annual program planning, comprehensive Program Review, and outcomes assessment processes to ensure program evaluation informs the implementation of new practices and ensures the effectiveness of the application instrument (II.C.7-2, II.C.7-3, II.C.7-4). The effectiveness of admissions practices and tools are evaluated at the college level through the annual Program Review process, as well as by the districtwide Admission & Records Committee and districtwide Student Success and Support Program (SSSP) Committee (II.C.7-5, II.C.7-6). The Program Review process allows for continuous improvement of these processes.

Assessment is a critical component of the onboarding process and a core function of the Student Success and Support Program (SSSP) Plan (II.C.7-7). At Los Angeles Trade-Technical College (LATTC), the Assessment Center offers placement testing year-round on a first come, first served basis to all matriculating students. Non-matriculating students are also offered the opportunity to complete assessment testing for placement in the English, English as a Second Language (ESL), and/or the mathematics course sequence. Students reported a 76.7 percent satisfaction with Assessment and Placement Services at the College (II.C.7-8).

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Success Conference in the spring, LACCD Counselor Conference, weekly departmental meetings and in-services, and other professional development activities. All counselors participate in regular training sessions conducted by the articulation officer. New counselors participate in additional training on transcript evaluation, CSU/UC/USC transfer, using ASSIST.ORG, GPA calculations, and assisting students on probation/disqualification and other at risk populations. In addition, the Career/Transfer Center provides intensive intern training program to Career Guidance Counseling Assistants (CGCAs), who are graduate interns from various universities.

Analysis and Evaluation Counselors at LAVC are well-trained and keep current to ensure students receive accurate and useful information.

Survey results showed that the 64 percent of students have found the Counseling Department website to be very helpful or helpful and 56 percent reported that they have been following the recommended list of courses in their Educational Plans and 87 percent strongly agreed or agreed that their counseling experience was helpful in planning to reach their educational goal. However, 47 percent said they did not attend an orientation session. Counseling plans to re-assess this result after full implementation of the SSSP Plan.

II.C.6 The institution has adopted and adheres to admission policies consistent with its missionthat specify the qualifications of students appropriate for its programs. The institution defines and advises students on clear pathways to complete degrees, certificate and transfer goals.

Evidence of Meeting the Standards As the College Mission states, Los Angeles Valley College offers “pathways for certificates, degrees, transfer, and continuing education” and “enables students to advance their education, personal development, and quality of life, empowering them to be productive and engaged members of the global community” (I.A.1 LAVC Mission Statement).

LAVC is an open access institution and accepts all students able to benefit from instruction and the programs offered. Prospective students apply o nline and after processing their applications, the Admissions and Records office informs students about their next steps and how to complete the three core services of the SSSP: Orientation, Assessment, and Counseling.

The College has clearly-defined pathways for students whose goals are to earn a degree or certificate and/or transfer. The requirements for pursuing these goals are listed in the Schedule of Classes, in the LAVC Catalog, and on the Degrees and Certificates page of the College website. The LAVC Nursing and Respiratory Therapy Programs have special admission requirements, which are specified in the Catalog and on the departments’ web pages: Application Process for the Nursing Program and Respiratory Therapy Program. Students interested in applying to these programs must complete the requirements and apply by the deadline. In addition, the International Student Program also has application deadlines and required documentation for each semester admission.

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Career/Technical Education is a path to careers in technical fields. LAVC provides disclosure information for each of its state-approved CTE certificates. LAVC offers 52 Certificates of Achievement, 10 Skills Certificates, and 12 Noncredit Certificates of Completion: Degrees and Certificates. Current and prospective students will find information about the careers for which each certificate provides training on the college website: Gainful Employment Data.

LAVC offers 60 Associate in Arts (AA) and 19 Associate in Science (AS) degrees. For students with transfer goals, LAVC currently provides 17 Associate in Arts for Transfer (AA-T), and five Associate in Science for Transfer (AS-T) degrees. More Associate Degrees for Transfer are in the works and will be offered as soon as approved by the Chancellor’s Office.

As students meet with counselors to declare their educational goals, the counselors review the requirements for the goal stated in the Catalog and provide any additional information available, such as gainful information data from the department webpage, for example, Gainful Employment Data – example from Accounting) and “What Can I Do With This Major?”. Once the information is provided to the students, the counselors then develop a Comprehensive Student Educational Plan (CSEP), which provides a complete list of prerequisite, major preparation, general education and (if needed) elective courses. This plan serves as a guide that students follow to complete their educational goals. [Fulfills Eligibility Requirement 16]

Analysis and Evaluation In the process of evaluating this Standard, a need for improvement became apparent. Information on degree and certificate requirements was not consistently provided by all departments. Counselors will work with departments, starting with Career/Technical Education programs and expanding to all programs, to create templates with clear educational and career pathways and the required courses for educational goals with information about internship and/or career opportunities, industry sectors, pay scale, job outlook, and other information. These will serve as career/major exploration tools as students research their educational options, help them better understand how majors related to career opportunities, and allow them to make more informed decisions leading to their desired careers. These will be used by the departments, be posted on their web pages and the College website, and published in brochures and handouts.

II.C.7 The institution regularly evaluates admissions and placement instruments and practices tovalidate their effectiveness while minimizing biases.

Evidence of Meeting the Standard LAVC utilizes the College Board’s Accuplacer Online system to assess students in English as a native language (ENL), English as a second language (ESL), and mathematics. Accuplacer Online was selected from the State Chancellor’s list of approved assessment instruments since it is computerized and allows the College to provide testing on demand. The system meets Title 5 Regulation Section 55522(a) in avoiding biases.

The LAVC Office of Institutional Effectiveness evaluates assessment placement instruments in coordination with our assessment center and the Math and English departments. The evaluations are conducted in accordance with State Chancellor’s Office guidelines. The College strives to

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personal statement workshops, and

transfer process of AB540 students.70

Completed CSEPs are now stored in the

CSEP Depot, a database of CSEPs

available to counselors; there are currently

3,316 CSEPs stored in the depot.71 In

addition, the District is implementing a

new student information system; its SEP

function is expected to be ready in late fall

2016.72 The new system will store SEPs

and allow students to check progress on

their educational plans online as they

progress through college pathways.73

Analysis and Evaluation:

The College meets this Standard. West

Los Angeles College provides

comprehensive counseling and advising

programs to ensure students understand

the requirements related to their programs

of study. Counselors meet with students

individually to prepare Comprehensive

Student Education Plans that include

information about required courses and

graduation and transfer policies. In

addition, faculty in career and technical

fields with licensing requirements offer

their students timely and accurate

information about graduation and

licensing requirements.

70 Transfer Center Workshop Schedule, Fall 2015 71 CSEP Depot ; CSEP Depot Screen Capture ; Sample CSEP in CSEP Depot 72 SIS Phased Go Live 73 May 2013 SIS Newsletter, p. 3

Standard II.C.6

The institution has adopted and

adheres to admission policies

consistent with its mission that

specify the qualifications of students

appropriate for its programs. The

institution defines and advises

students on clear pathways to

complete degrees, certificate and

transfer goals.

Evidence of

Meeting the Standard:

Admissions Policies

Like all California Community Colleges,

West Los Angeles College is an open

access institution,74 admitting anyone who

is either a high school graduate or who is

over 18 years old.75 Students at the K-12

grade level may enroll at West if they have

the permission of their guardian(s) and

school official(s) (ER 16).76 To apply,

prospective students may submit an

application online or on campus. The

application requires demographic and

educational background information such

as last school attended, contact

information, educational goals and

74 CCC Apply Admissions Requirements 75 LACCD Board Rule 8100 76 Supplemental Application of Students in Grades K-12 ; E-87 Admission of Young Students (K-12)

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ethnicity. Admissions staff do not evaluate

applications or “select” students. Instead,

they review applications for completeness,

enter the information into a database and

send students an identification number and

instructions on following the West

Expressway.77

In order to qualify for admission,

international students must demonstrate

that they have both the English proficiency

and the financial means necessary to

succeed at West Los Angeles College.78

These requirements are consistent with

federal policy for F-1 visa international

students.79

Pathways

The College catalog includes

recommended course maps that suggest

specific sequences of courses for many

majors.80 In order for students to follow

clear pathways to complete degrees,

certificates or transfer goals, they often

need orientation, assessment and financial

aid advice. The college fast tracks these

services through West Expressway. On

West Expressway, students receive an

orientation to the college, pre-assessment

practice tests, financial aid advice, and

strategies for the assessment itself.81 West

has developed 18 Associate Degrees for

Transfer, which meet the requirements to

transfer into specific majors in the Cal

77 Acceptance Letter 78 International Student Application 79 NAFSA redirect to Code of Federal Regulations 8 CFR 214.2(f) 80 Sample Course Maps 81 West Expressway

State system.82 Students who complete

these degrees are guaranteed admission

into a California State University.83

Counselors routinely advise students about

the features and advantages of an ADT

pathway and they are advertised in campus

publications and schedules.84

To maintain enrollment priority, students

must meet with a counselor to complete a

comprehensive student educational plan

(CSEP) before completing 15 units. The

CSEP identifies a student’s educational

goal(s), typically the completion of a

degree, a certificate and/or transfer

preparation. The CSEP maps out the

“pathway” to the desired goal, taking

assessment scores, work and family

demands and the class schedule into

account.85

West issued 8,875 SEPs in fall 2014, and

8,959 in spring 2015. State law requires

the College to provide educational

planning services to all new students who

are not in high school or who do not

already have associate degrees or higher.

In the fall of 2014, 1,442 students who

should have completed an SEP did not; in

the spring of 2015, 438 students who

should have completed an SEP did not.

This represents a 300% increase from fall

2014 to spring 2015 in the number

students who completed an SEP as

required.

82 Areas of Study 83 A Degree with a Guarantee 84 Why Take Economics?, Summer and Fall 2015 Schedule of Classes, page 66 85 Sample CSEP

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Pathways Academy Partnership

West Los Angeles College has partnered

with CSU Dominguez Hills to create

pathways for transfer in business,

computer science, criminal justice

administration, digital media arts, STEM,

or teacher preparation.86 Advisors,

mentors, and counselors in the Pathways

Academy advise students on pathways to a

degree and transfer. Since the

establishment of the Pathways Academy in

the fall of 2011, fifty students have

enrolled in the Pathways Academy, six of

whom have transferred to CSUDH.

Analysis and Evaluation:

The College meets this Standard. The

institution has adopted and adheres to

admissions policies consistent with its

mission to provide open access for

students (ER 16). Considering the

dramatic increase in Expressway

participation and in the number of student

educational plans produced, West has

made rapid progress in meeting its

obligation to advise students on clear

pathways to the completion of degrees,

certificates and transfer goals. The

information provided through the

Expressway is timely and accurate—

arriving just days after a student applies

for admission. The College is committed

to growing the Pathways Academy

program87 and expects to see an increase

in the numbers of students who transfer to

CSUDH as a result.

86 Pathways CSUDH 87 Pathways Academy Promotional Video

Standard II.C.7

The institution regularly evaluates

admissions and placement

instruments and practices to

validate their effectiveness while

minimizing biases.

Evidence of

Meeting the Standard:

Admissions

Anyone who holds a high school diploma

or the equivalent or is over 18 may

enroll.88 International students must have

an appropriate visa. Students who have not

finished high school may enroll with the

appropriate approvals from their parent or

guardians schools.89 Dental hygiene is the

only program at West Los Angeles

College with a separate admissions

procedure. The criteria for admission into

the dental hygiene program are consistent

with state regulations.90

Prospective students apply to West using

Open CCCApply, an online admission

application that uses a single sign-on that

is private, secure, convenient, and easy to

manage. Open CCCApply is governed by

the CCCApply Steering Committee,

comprised of both Admissions and

Records and IT professionals, and the

LACCD has a representative on the

88 Board Rule 8100 89 Board Rule 8100.01 90 Dental Hygiene Program Admissions

West Los Angeles College Self Evaluation Report 2016