Educational Master Plan Workgroup

Educational Master Plan Workgroup Homework: 10/9/2013

Review, analyze, and report out the relationship between the Plan and other major plans, processes, and standards that are to be integrated with it.  What are the main implications of the plan, process or standard for West’s Educational Master Plan?  How should the EMP guide the plan goals and processes?

Student Services Plan (Adriana, Hector and Holly)

1. What are the main implications of the Student Services Plan (SSP) for West’s Educational Master Plan?

There are several overlying components of the student services plan with the Educational master plan. Most are in goal 3.

In Goal 3 of the SSP to reduce the number of students on academic/progress probation, or disqualified. Some of the strategies are to:  Identify and notify at risk populations in the summer.  Increase the number of students who meet with a counselor and the number of education plans created.  Require that these students enroll in non-credit LS courses for additional help in their courses.

In Goal 4 of the SSP, to increase the number of students who graduate with an AA/AS degree transfer or are prepared to transfer. Strategies include;  Increasing collaboration with universities.  Increase the number of articulation agreements with universities  Identify and contact students who have completed 15, 30, & 45 units.

The implications of the SSP plan goals shown above would result in students passing their courses the first time they take the course, therefore opening up more seats in courses needed to progress in their achievement. Also, students who have education plans will know what courses are needed to complete a degree or transfer requirements. The availability of more agreements with universities would allow students to take more courses on our campus, instead of driving all over town to take it elsewhere.

>The most important/central concept we see in the Student Services plan is expressed in Goals 2/4, because:

Student Services Goal 2, for more declared majors, would result in:  less impacted core classes  faster transfer rate (SS Goal 4)  less students on academic probation (SS Goal 3) [since they would become engaged in major and thus more motivated]

Page | 1 10/18/2013  faculty get to teach more transfer level and 200-level classes, therefore spending more time as subject experts teaching discipline-specific material

>SS Goal 1 should not come at the expense of one-on-one help for students, such as counseling appointments. Students need face to face time with counselors!!!

2. How should the EMP guide the Student Service Plan’s goals and processes?

The EMP can guide the SSP’s goals by supporting Student services and funding. Most students at risk are identified in the summer and should be meeting with a counselor at that time, but there are only three full time counselors available in the summer and they also have other responsibilities.

The EMP can guide the SS Plan with specific implementation suggestions/ timelines and/or funding.

Facilities Committee (Allan and Ken)

Task: Enrollment Growth Projections

Included Documents: Space Needs Assessment - Growth Projections (Academic) Space Needs Assessment - Administrative Services & Student Services Growth Projections

Goal: Assesses future growth projections in every department through the year 2036

Overview: Due to the Bond Propositions A, AA, & J, the colleges building program which started in 2002 and is projected to continue through 2017, West Los Angeles College’s 2005 Educational Master Plan (EMP) has become outdated. The more recent 2010 Facilities Master Plan (FMP) has been placed in a unique position in driving the EMP through projections. Under normal circumstances the FMP should support the EMP, however, due to outdated information this is not the case and a new EMP is currently under review.

A revised building plan forced the Facilities Committee to undergo studies of the current build-out as it relates to future growth of instructional programs. This in turn required the procurement of a firm to conduct a complete study of all departments on campus, and possible future growth as it aligns with state and local predictions involving space utilization.

Both of these documents should be utilized by the EMP work group to help frame parts of the future enrollment growth projection The main implications are to help steer the future of the EMP.

Page | 2 10/18/2013 It is with hope that the committee will be guided by the goal to evolve and plan the future of the EMP.

1. What are the main implications of the Construction/Facilities Master Plan for West’s Educational Master Plan?

The main implication of the Construction/Facilities Master Plan (FMP) for the EMP is that the former is based on a long-term projection of the college's space needs for instruction, student services and administrative support. Such a projection is commonly accomplished as part of the data collection for the EMP. Therefore, this task is finished and does not need to be duplicated in the EMP project. The findings, conclusions and actions contained in the FMP should also be reflected in the college's next self-evaluation of accreditation Standard III.B, Physical Resources, and related standards.

2. How should the EMP guide the Construction/Facilities Master Plan goals and processes?

The EMP under development should be premised on the FMP's findings, conclusions and actions and not revisit them.

SLOS (Alice and Mary-Jo) 1. What are the main implications of the plan, process or standard for West’s Educational Master Plan?

West has committed to a four-year SLO course assessment cycle, within which we will:  Define SLOs to assess the higher-level, overarching concepts of each course we teach. This means multiple SLOs for each course. They should align with the course objectives.

 Assess all the course SLOs in most of the sections of all courses.

 Discuss the assessment results with a focus on what changes are needed.

 Implement changes in instruction, assessment methods, SLOs, and curriculum (including programs).

 Reassess the changed courses.

West’s services areas of the campus (Student Services and Administrative Services) follow a cycle that mirrors the course SLO assessment cycle:  Define service level/service area outcomes for Students Services and Administrative Services Departments/Offices.

 Assess all service level/service area outcomes.

 Discuss the assessment results with a focus on what changes are needed.

Page | 3 10/18/2013  Implement changes in service delivery or improving operations.

 Reassess the implemented changes.

We need to move from compliance with ACCJC requirements on assessment to using SLO assessment as inquiry into the most meaningful parts of our work as a college—student learning and student success.  The EMP must support the SLO assessment cycle if we are to achieve authentic assessment and improvement. Clarifying what we mean by assessment and how we enact the cycle would help West make meaningful assessment part of our culture.

 Program Review draws on SLO data and begins the process of identifying goals and resources required to better achieve them.

 The Curriculum Committee oversees the process of identifying SLOs and of reframing them as needed.

2. How should the EMP guide these plans and processes, or support the accreditation standards?

 Whenever possible, explicitly align the EMP with the goals of outcomes assessment, and with the four-year cycle of implementation.

 Familiarize the campus with SLOs and the goals of our assessment cycle. Help lead a critical mass of faculty and staff to regular participation.

Accreditation Steering Committee (Alice) 1. What are the main implications of accreditation for West’s Educational Master Plan? To meet ACCJC standards, the EMP should include:  Explicit iterative processes of evaluation, including evaluation and improvement of the EMP itself.  Direct ties to other campus plans, including Facilities, Technology  Use of data gathered in other planning processes, such as the enrollment growth projections that underlie facilities planning  Direct ties to Program Review  Direct ties to clearly-articulated Student Learning Outcomes imbedded in systematic SLO assessment and discussion, and to improvements based on SLO data.  College-set standards for Student Learning Outcomes.  College-set standards for Student Achievement.  Use of available data on student success.

Page | 4 10/18/2013 2. How should the EMP guide or support the West’s relationship with accreditation standards? The EMP can support our work to meet the standards by clarifying how we understand them and how we intend to enact them. If we as a college can internalize the standards that have meaning to us, accreditation will be much easier and more valuable.

Program Review (Rebecca)

1. What are the main implications of Program Review for West’s Educational Master Plan?  Program review is the process that integrates division and program planning with the overall college planning processes.  The development goals and action plans at the unit level and at the college level is an iterative process, each level integrated with and impacting the others.  Program review helps to operationalize the budget (through the resource requests) necessary to support the activities envisioned in the EMP.  The evaluation of the progress toward reaching the goals of the EMP is reflected at the unit level in program review.  When the EMP is updated, input is received from the program reviews: unit goals and action plans can feed into the EMP; evaluation of progress on unit goals and action plans inform goals and action plans for the EMP; environmental scan assessments in program review inform goals for the EMP; descriptions of the units themselves are derived directly from program reviews.

2. How should the EMP guide or support West’s relationship with program review?  As information needs are revealed through the development and evaluation of the EMP, new questions or modules or process details will be developed within program review to meet these needs, as indicated previously, this is an iterative process which sustains continuous improvement and student learning at West.

Tech Master Plan (Holly, Carmen, and Bob)

1. What is the main implication of the Technology Master Plan for West’s Educational Master Plan? a. The Technology Educational Plan integrates the Technology infrastructure to support community, faculty and student access, teaching and learning, and equipment. With technology advancing rapidly, the plan will require regular reviews on repairs improvements, updates and needs of the college to keep up with the expansion of the college and current and advancing tech trends. b. The TMP is student-learning centered. (The word “student” is used 4 times in the TMP, and implied 4 additional times in the words “learning

Page | 5 10/18/2013 communities”, “Basic Skills Initiative”, “online instructional delivery” and “student communities.”)

2. How should the EMP guide or support the Technology Master plan, and the accreditation standards? a. The EMP should guide the TEP with an overarching goal that will lead the TEP. Results from the last TEP assessment reveals accomplishments and challenges in the technology status of the college. The assessment results needs to be analyzed by the EMP committee to better guide and support the TEP. b. Basic skills/Pre-collegiate is mentioned twice (in 2 different goals.)

All the measures called for in the TMP are clearly in service of the above- mentioned priorities. The calls for tech standardization across classrooms (“standard ‘Smart’ classrooms”) and across campus/units (“standard technology configuration…campus-wide portal”) seems driven by the demand for basic tech that is useable and consistent in our delivery of curriculum and services to students. The TMP shows it was written primarily by faculty who have struggled over the years with the lack of consistent tech, or its availability in some facilities and not in others, concluding that inconsistent/inadequate tech interrupts the delivery of curriculum/services and thereby prevents effective student learning.

Principles 1. The TMP must use as its main guide and premise the current approved Educational Master Plan (EMP). The two plans must connect. The essence of the TMP is how it will advance the explicit goals of the EMP. Comments: The TMP should use (and plans to use) the “current” EMP. For the next TMP, the Tech Committee will use our newly revised EMP. So this principle remains. 2. The TMP must therefore emphasize academic computing. That is, how will technology serve the achievement of our SLOs [Student Learning Outcomes]? It remains as a core principle that the TMP continue to emphasize academic computing. For the new EMP (and thereafter the new TMP), the emphasis on academic computing needs to incorporate consideration of student success, which entails both the SS division and the instructional programs. “Academic Computing” may need to be replaced by a more inclusive phrase, but the point is to retain an emphasis on users who deliver services and instruction to students as well as what students themselves need, such as wireless, computers on campus, Internet access to services such as counseling and library. Another feature is that the next TMP include carefully IT and Administrative Service’s priorities, such as needs for infrastructure and personnel in IT as well as college-wide issues Administrative Services’ issues, such as standards, interactivity and Internet, and

Page | 6 10/18/2013 replacement schedules for computing as well as mobile devices such as iPhones and iPads, and accessories like printers, back-up files, scanners, etc. The current organizational and administrative model for IT therefore needs to be reexamined. Progress has been made in terms of participation in the Technology Committee and in Program Review 3. The TMP will not be a series of abstract “state of the art” platitudes but a concrete identification of academic objectives and the technology required to achieve them. The emphasis on users will continue, and the emphasis will be more inclusive.

Goals All these goals need to be reworked in the new TEP after the new EMP is completed, including the new planning terminology. 1. Goal-1: Identify and implement technology that can be used to improve student learning and preparedness for higher education and the workforce, focusing on assessment and orientation, study skills and access. The emphasis on academic and professional standards and the reliance on shared governance will remain. The emphasis needs to be more inclusive, starting with student uses and needs but also student services areas and their needs plus student needs in these terms. In addition, technology continues to be needed for all services and instruction so that student services and instructional programs can access and use technology to deliver instruction and services, to create hybrid service, and to provide supplemental instruction and services. For students, the use of social media and APPs call for more work with students directly to plan and to serve them.

2. Goal-2: Plan, design, and implement technology to support Basic Skills initiatives, focusing on learning communities, effective registration, and computer-assisted instruction. Again, a renewed emphasis on student uses is called for in Goal 2. Technology should and will follow the EMP here to support Foundation Skills. It will also plan technological ways to support self-actualization for students using social media and tools like e-folio. 3. Goal-3: Identify and implement technologies to enhance the effectiveness of Vocational Education and Training Programs, focusing on supporting counselors, reaching pre- collegiate students, leveraging our existing technological strengths. Technology and staff improvements have been made to better meet students’ needs in Foundation Skills and services that support them. There continues to be a need for technology and support services for CTE programs and for Foundation Skills. The need to intergrate student services needs and to work more closely with students applies here too. Ways of supporting student success and tracking outcomes is a clearer need.

4. Goal-4: Identify and implement technologies to support various online instructional delivery methods, focusing on delivery of student services, supporting student communities, and enhancing the capabilities of our course management system. Technology goes beyond computers and the Internet. Mobile devices but also technology in fields such as Drug and Alcohol, MPTP, AMT, music, and fine arts (and many other areas) are subject fields that need to be addressed, with students’

Page | 7 10/18/2013 needs emerging and growing. Two examples are the needs for radiology technology and studio music. Other needs are for technology for students and for student services. Great progress has been made here in recognizing self-direction by faculty and staff to identify their needs and to get them met, as opposed to being given a solution in a top-down fashion. Bond funds, however, did not follow this principle, and it is clear from this example that top-down is less successful. Progress has been made in addition both smart classroom technology and computers/mobile devices. Internet-based services have made significant progress too in student services areas such as tutorial, counseling, and library.

5. Goal-5: Identify and implement technologies to support various on-campus delivery methods, focusing on the use of a campus-wide portal and standard “smart” classrooms. The practice of using Technology Committee to set standards is called for here, rather than bond-based top-down decision-making. There is a need for a portal for international students and for other student needs. Connections with radio and TV need attention. Smart classrooms are implemented, and we are coping with problems with maintenance and replacements. Nevertheless. Significant improvements have been achieved. Program review has helped to improve campus-wise planning and needs assessments. Depending on the EMP, visionary commitment to stay open to new technology in meeting a relatively unchanged goal or objective.

6. Goal-6: Identify and implement technologies to support campus services and facilities. This needs to be strengthened by the Technology Committee in its new TEP following the EMP. IT requires facilities, infrastructure, plans for developments and replacements, staffing, and budget. The growing need by students for more Internet-based services is another area to address.

7. Goal-7: Determine a standard technology configuration for Measure J-funded classrooms. This is a problem of centralized decision-making versus faculty and staff flexible choices and decisions.

Foundation Skills Plan (Clare)

1. What are the main implications of the plan, process, or standard for West’s Ed Master Plan?

2. How should the EMP guide these plans and processes or support the accreditation standards?

Several items in West’s Foundation Skills Plan have been accomplished, especially from Goal 4: the formation of the student success committee, participation in District- wide student success events, hiring of full time Learning Center instructors, etc.

Page | 8 10/18/2013 Some items in the Plan are being addressed by SB1456, especially in Goal 2: expand assessment, placement, advisement, and orientation.

Many items in the plan are in process: (1.B) revise current foundation skills math and English curricula, (1.H) provide a comprehensive reading program to prepare students for college-level reading, (2.1.D) expand faculty advising, (2.2.C) expand faculty and classroom involvement in the DSPS program, (2.4) strengthen tutoring programs, (3.1) create and maintain faculty learning communities – [West’s RA Fig falls into this category.], (3.1.E) solicit feedback from students, (3.2) strengthen the relationship between counseling faculty, instructional faculty, and classified staff. All of these in-process efforts should be supported in the updated EMP.

Some items on the plan have not been implemented at all: (2.3) institutionalize effective learning communities, (2.3) leverage the learning communities concept college-wide. In the Foundation Skills Plan, there is an overall emphasis on the notion of “communities,” especially learning communities. These strategies should be explored further as we develop the new EMP. At its last meeting, the Student Success Committee expressed great support for learning communities and cohort programs.

There is limited explicit mention of professional development, which is emphasized in the ATD Implementation Proposal.

ATD Implementation Proposal (Clare)

1. What are the main implications of the plan, process, or standard for West’s Ed Master Plan?

2. How should the EMP guide these plans and processes or support the accreditation standards?

The priorities established in the plan were as follows:  Successful completion of the English sequence from English 21 through English 101 for West students

 Successful completion of Elementary Algebra through Intermediate Algebra for West students

 Successful achievement of degrees and certificates by West students

These college priorities should be supported in the new EMP. Measurable goals:  Increasing by 1.5 (low) - 3 (high)% (from 40.5% to 42-43.5%) the number of West students obtaining degrees and certificates.

Page | 9 10/18/2013  Increasing by 3% (low) - 6% (high) (from 18% to 21%-24%) the number of West students who, within three years, successfully complete the English sequence from English 21 through English 101(Basic Skills Progress Tracker: Data Mart California Community Colleges Chancellor's Office, Fall 2008-Spring 2011 Baseline).

 Increasing by 1.5% (low) - 6% (high) (from 12% to 13.5%-18%) the number of West students entering Elementary Algebra who, within 2.5 years, successfully complete Intermediate Algebra. (Basic Skills Progress Tracker: Data Mart California Community Colleges Chancellor's Office, Fall 2008-Spring 2011 Baseline).

The college community should explore which groups on campus can play more integral roles in helping the college accomplish these goals, perhaps by setting their own milestones. The plan lists the following implementation strategies to address the priorities/goals:  Enhanced Communication with Students (Navigating West)

o Semester Kickoff

o Discipline Advising

 Professional Development

 Enhanced Tutoring Program

These implementation strategies should be supported in the new EMP.

Judy Chow (Budget).

To answer: 1. What are the main implications of the plan, process or standard for West’s Educational Master Plan 2. How should the EMP guide these plans and processes, or support the accreditation standards

I reviewed three documents (LACCD 2013-2014 Final Budget Allocation Mechanism, 2013-2014 Final Budget page 3 of 3 (LACCD), and 2014-2105 Proposed Budget Development Calendar).

Based on these documents, West’s Educational Master Plan needs to be keenly tied to West’s enrollment increase or decrease as our primary revenue is the Base Revenue (which is based on our FTEs).

There are some additional revenue sources West can work on increasing to support our programs and services (such as Non-Resident tuition (e.g. tuition from international

Page | 10 10/18/2013 students), Dedicated Revenue (leasing out West facilities to the community). Currently, West is relatively high (in percentage) for these two categories compare to our sister colleges.

Due to our low FTEs, thus low State revenue, it is still difficult for West to offer more classes so students may smoothly complete their Freshman and Sophomore courses in two years. Currently, our students need 3 or more years to complete the GE courses for transfer or AA/AS degrees.

AB955, Two-Tier Fee Pilot for Community Colleges, may have some success in offering more needed classes.

Another way to supplement this revenue needs is to increase our Non-Resident enrollment. (West has $ 1,012,157 revenue, East has $ 5,096,429) so West is able to offer more classes in Fall, Spring, Summer and Winter – thus enable our students to truly accomplish the 2+2 model for transfer, and 2 for AA/AS degrees.

*The Budget allocation process document I received from Business Office is for LACCD, I am requesting the budget allocation process for West.

The West Budget calendar runs in sync with the District dates. Basically in the Fall of each year, the Budget and Expenses projection as well as allocation for West is prepared for the 2014-2015 Fiscal year. Therefore, it is important that Program Review in completed by mid-Fall semester each year.

The EMP should develop goals and plans for West enrollment growth, thus able to obtain higher proportion of state revenue to offer needed classes for all four semesters. At the same time, indicate the area of increase course offerings, which also will be related to hiring of more faculty (both tenure and adjunct) to teach these increase course offerings. .

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