Agenda MiraCosta College Classified Senate Council Regular Meeting November 17, 2015 1:00 p.m. CLC Conference Room Live Stream Call to Order Persons Wishing to Address the Council Changes in Agenda 1. Approval of the Minutes/Actions A. October 20, 2015 CSC Minutes (attached) 2. Informational Items A. College Council Committee (attachment) B. Outcomes Committee C. Classified Recruitments and Hiring – Wright (attachment) D. BP/AP 3261 - Macias (attachment) E. Educational Master Plan Addendum Presentation – Gonzalez (attachment) – Time Certain 1:30 p.m. F. Adult High School WASC Accreditation Progress Report – Gallucci (attachment) – Time Certain 1:45 p.m. 3. Discussion and Approval Items/New Business A. Student Equity Plan - Stewart and Schumacher (attachment) B. Equity and Inclusion Statement – Stewart and Schumacher 4. Action Items 5. Regular Reports A. President – Partlow B. Superintendent/President – Cooke C. Vice President – Level D. Treasurer – Willis E. Secretary – Barragan F. Academic Senate Representative – Fino G. ASG Representative – Jimenez 6. Committee Reports – CSC, District, & Advisory A. Classification Review Committee – Dikau B. Professional Development Program – Schneider 7. Senator Reports 8. Future Agenda Items 9. Adjournment MiraCosta College Classified Senate Council Meeting October 20, 2015 Minutes The meeting was called to order at 1:02 p.m. by President Gwen Partlow. Members Present: Aimee Barragan, Sara Cassetti, Erich Donze, Pamela LeBlanc, Lisa Level, Emilio Mejares, Gwen Partlow, Kathy Thiele, and Heidi Willis Members Absent: Joan Hackett, Dixie Schulz, and Fred Steffy Others Present: Sunny Cooke, Mike Fino, Lori Schneider, and Sheri Wright Persons Wishing to Address the Council: None Changes in Agenda/Order: Item 3.A. was removed from the agenda and tabled to the next meeting. Announcements: None 1. Approval of the September 15, 2015 Minutes • It was moved and seconded by Level and Willis. Motion passed unanimously. 2. Informational Items A. Tom Macias was not present to discuss BP/AP 3261. This information will be presented at the next meeting. Partlow encourages everyone to review the documents attached to the agenda prior to this discussion. B. The September Financial Statement was discussed by Willis. Two emergency loans were used this last month. The process for someone to receive an emergency loan was discussed and can be found on the CSC website. C. Wright discussed the report attached to the agenda. D. Partlow received a thank you letter from a student who received the Classified Senate Scholarship and shared it with the senate. E. Wright addressed the group regarding “religious freedom.” She stated a government entity, such as MiraCosta College, should not be displaying items endorsing a specific religion. Religious speech is protected if you are speaking personally and not as a representative of the company/school. A government office can have religious displays if they a promoting history or tolerance but there needs to be more than one religion on display. Secular items are okay. MCC cannot put out specific guidelines because it’s a case by case basis, depending on where someone’s workspace is. If an employee feels uncomfortable with a religious display, they should contact Human Resources. 3. Discussion Items/New Business A. Wendy Stewart was not present to discuss the Student Equity Plan. This information will be presented at the next meeting. B. Donze discussed the idea of people being able to pay with a credit card or debit card for different CSC events. A Square for an iPad would charge a 2.7% transaction fee per purchase. CSC would need to spend between $350-$400 to purchase an iPad and the Square. C. Schneider presented the deposit information to secure tickets for the SD Padres game tickets in spring. She announced the NY Yankees and Boston Red Sox are playing at Petco Park next season. Game 1 MiraCosta College Classified Senate Council Meeting October 20, 2015 Minutes tickets include food and drink. It was moved and seconded by Willis and Mejares. Motion passed unanimously. 4. Action Items A. Donze motioned to purchase an iPad and Square with the maximum amount of $400 spent. Level second. Motion passed unanimously with two abstentions. B. Partlow discussed the 2015-2016 CSC budget and asked for approval from the council. If anything changes, Partlow will bring back a revised budget. It was moved and seconded by Willis and Level. Motion passed unanimously. C. Partlow presented the current 2015-2016 CSC Committee Assignments and asked for a motion to approve. After discussion, Mejares was removed from the Negotiations Committee, Taylor Tirona was added to the CRC Committee, and Willis was added to the Membership Drive Committee. It was moved and seconded by Mejares and Donze. Motion passed unanimously. 5. Regular Reports CSC President – Partlow • Dick Robertson will retire on June 30, 2016 after 29 years of working at MCC. • A vendor for the Classification Review and Compensation Study has been selected and the contract will go to the board in November. At that time, the name of the vendor will be public information. • Nominations for the outstanding employee award will be sent via email soon. Partlow encouraged everyone to submit nominations. Superintendent/President – Cooke • Many college long term plans are currently being updated. The Educational Master Plan is being revised and updated, which will result in an update to the Facilities Master Plan. The Facilities Master Plan will focus on all the three campuses. Everyone should complete the facilities survey being sent out via email and/or participate in the upcoming focus groups. • The Accreditation self-study rough draft is currently being compiled, and is due at the end of October. The campus will look at the third draft in December. Dr. Cooke encouraged everyone to look at specific parts of the document pertaining to their department once it is available and provide feedback. • October 30 is Assessment Day. Attendance by everyone was encouraged. The morning session will focus on ILOs. The afternoon session will focus on divisions and departments and PSLOs and SLOs. • Dr. Cooke encouraged everyone to watch the video posted on our campus police website about how to handle a campus shooting. Training from a PERT expert will be helpful and the professional development internal committee has been discussing bringing in a PERT expert. Wright reminded people there is an incident response form on the website for people to fill out if they are concerned about someone or something. https://publicdocs.maxient.com/reportingform.php?MiracostaCollege&layout_id=1 CSC Vice-President – Level • At the ASG meeting, there was a presentation on the Student Representation Fee (SRF). This fee is an optional fee of $2 each semester, which would go to two groups: MCC student government and the statewide CCC representative group. It failed to pass on the ASG April 2015 ballot. ASG Senate has not committed to pursuing implementing the SRF this year but may in the future. 2 MiraCosta College Classified Senate Council Meeting October 20, 2015 Minutes • At the Academic Senate meeting, there was discussion about the processes for non-tenure track, fulltime faculty hiring since Student Services will be hiring three non-tenure track counselors soon. These positions are funded through SSSP funds; if the funding ends, these positions would be terminated. If any of the counselors who occupied one of these three positions end up applying for and accepting a full-time tenure track position, they will not have bumping rights and will receive years of service credit towards tenure. Academic Affairs Committee (AAC) considered this issue on October 9 and forwarded the following statement: Given that this specific hiring is out of the normal prioritization process AAC wants assurance that these non-tenure track positions will not become permanent positions. The status of this item is “to be determined” per the last meeting. • Level learned at the Achieving the Dream meeting that the college wanted to engage in meaningful conversations and activities with Classified Staff. Everyone was encouraged to participate in the Assessment Day on Friday, October 30. Level announced classified should expect weekly updates in the MiraCostan about Achieving the Dream and the collaboration of a variety of programs and initiatives on behalf of student success. • Level also shared that spring 2016 enrollment will begin Monday, November 16, the BP/AP Change Management system is now available on the portal to manage the creation or revision of Board Policies (BPs) and Administrative Procedures (APs), and urged departments and divisions to donate for the Classified Senate Annual Gift Basket Auction. Proceeds from the auction will benefit Classified Senate Student Scholarships. The deadline to donate is Monday, November 2. CSC Treasurer – Willis • No report. CSC Secretary – Barragan • No report. Academic Senate Representative – Fino • Fino stated he needed to fill the vice chair for IEC. It was announced that MCC may be eliminating IEC and giving some of IEC’s responsibilities to Steering Council and Cabinet. SLOAC may merge into a new committee with some governance aspects and would be called “Outcomes Committee.” Steering Council and Cabinet may be combined and called “College Council.” Discussion ensued. Student Government Representative – Jimenez • None present. No report. 6. Committee Reports Classification Review Committee – Dikau • No report. Budget and Planning – Gonzales • No report. Classified Professional Development (external) – Schneider • Schneider discussed the attached report and stated people are starting to use the PDP monies. Everyone is encouraged to use monies from both categories. There are still STAR passes available. Discussion ensued. 7. Senator Reports 3 MiraCosta College Classified Senate Council Meeting October 20, 2015 Minutes • • • • • • • • Cassetti – shared an email she received from Joanne Gonzales encouraging classified to be involved with Achieving the Dream. Donze – holiday party flyers will be sent out soon. Hackett – no report LeBlanc – all student testing offices are now open on Saturdays from 9:00 a.m. - 3:00 p.m. There may be a testing/proctoring center located at the CLC in the future. Mejares – no report Schulz – no report Steffy – no report Thiele – no report Wright shared that October is domestic violence awareness month. An email was sent to “all governance” on October 12 from PIO about the campus-wide events bringing awareness to domestic violence. 8. Future Agenda Items • Student Equity Plan • AP 3050 • BP/AP 3261 9. Adjournment The meeting was adjourned at 2:29 p.m. 4 Classified Staff Professional Development External Program Activity Report submitted by Lori Schneider, Chair For CSC Mtg - October 2015 $58,650.00 Beginning Balance beginning balance (391 employees x $150) 33 Submitted regular requests 10 Star 12 All-Access 1-year Training Pass 0 Special Request - Classified Senate (CLI Conference) 43 24 10 9 0 0 0 0 43 Regular request(s) - approved Star 12 All-Access 1-year Training Pass (10 pre-purchased) Regular request(s) - pending (incomplete/awaiting paperwork) Special Request - Classified Senate (CLI Conference) Requests - cancelled/unanable to attend request(s) - denied by committee request(s) - denied at Supervisor, Dean or VP level Amount Approved $9,943.00 $1,990.00 $3,040.00 $0.00 $0.00 $0.00 $0.00 $14,973.00 Amount Available $43,677.00 (8 passes available) Guidelines ( please refer to the CS website for complete details ): For FY16, approximately $58,000 will be available for Classified employees* who require funds for professional development activities (specifically job enhancement, professional growth and enrichment related) such as seminars, conferences, workshops, online courses, trainings, etc. ► Classified employees* are eligible to receive up to $800 per year ($400 Category I & $400 Category II) for professional development external activities. ►Funds will be allocated on a first-come basis until depleted. ►Funds may be used towards the total cost of the requested activity. ►All activities must be job enhancement, professional growth and enrichment related specific to be eligible for funding. *Regular monthly classified employees (can be probationary, permanent and or interim). Classified Administrators are ineligible to request and/or receive funds through this program. Requesters normally receive official notification regarding the status of submitted requests within 3 business days. Upon completion of the approved activity, an Evaluation Form must be submitted. ►2015-16 CPDC members: Lori Schneider, Chair ; Emilio Mejares; and Erika Brown 10/19/2015 Nov 17, 2015 Classified Senate Council Classified Positions filled since Oct meeting: Title Name of new hire Student Success Evaluator Vivi Ricardez Veasey 10/27/15 Hortensia Sanchez TBD Student Success Evaluator Start date Reason for opening Student Services Specialist - Counseling Amber Jackson 11/30/15 Student Services Specialist - Counseling Donney Cummins 11/30/15 Student Services Specialist - Counseling Tiffany Burnett 11/30/15 new position - Student Success funded new position - Student Success funded new position - Student Success funded new position - Student Success funded new position - Student Success funded Interim assignments appointed: N/A Classified recruitments which are currently underway: Title Reason for opening Instructional Associate - Surg Tech new position (temp conversion) Student Services Specialist - Testing new SSSP funded position new position - Student Success funded new position - Student Success funded SSSP Programmer Student Equity Specialist Secretary I - SSSP/Student Equity Student Services Coordinator - DSPS Accounting Specialist new position (instead of replacing John Benefield as a Technician), partially BFAP funded new position - Student Success funded replace Maria Pena replace John Fortune Quick Copy Operator II new position (temp conversion) System & Procedure Analyst-Financial Aid Classified recruitments approved, but not yet announced: Secretary II - Financial Aid replace Alison Cotter Sec Clerk I - Student Activities @ SEC Program Aide - Testing Student Services Coordinator - Service Learning new position (temp conversion) replace Vanessa DeBenedetto Sec Clerk I - A&R new position (temp conversion) Sec Clerk I - ASG Recording Secretary GEAR UP School Site Coordinator new position (temp conversion) replace Daniel Andrade replace Carol Wilkinson ECE Program Specialist Instructional Associate - Nursing Instructional Aide - noncredit ESL Instructional Aide - noncredit ESL Box Office Cashier Development Officer Secretary Clerk II - Veterans Student Accts & Admission Assistant Administrative Secretary replace Katie Donahue replace Vicky Tam replace Maria Torres replace Zarela Guerrero replace Donna Sheldahl interim replacement for Cynthia Rice Carroll new position - SSSP funded replace Sheila Manning new position (SSSP & AB86 grant funded) new position (WIOA grant funded) new position (AEBG grant funded) Project Coordinator - AEBG new position (SSSP & AEBG grant funded) Research Analyst - Adult Ed new position (WIOA & AEBG grant funded) Career Services Specialist - Adult Ed new position (SSSP & district Student Services Coordinator - Adult Ed funded) Instructional Associate - Horticulture replace Jason Kubrock A&R Assistant replace Vivi Ricardez Veasey Lead Groundskeeper replace Rich Richards Project Coordinator - WIOA New draft: September 15, 2015 Administrative Procedure 3261: Energy Conservation The District is committed to, and responsible for, a safe and healthy learning environment and every person is encouraged to become an “energy saver.” • Faculty and staff members are encouraged to implement these procedures during the times that they are present in the instruction room/office. • The custodial staff is responsible for control of common areas, i.e. lights in hallways, dining areas, etc. • Campus police and custodial staff are responsible for verification of the nighttime shutdown. • The consulting Energy Manager provides regular (at least semiannually) program update reports to district and college administration. • The consulting Energy Manager has the authority to enter all district facilities, without prior notice, in order to perform routine audits. Audit results will be communicated to the appropriate personnel. • The consulting Energy Manager is responsible for indirectly making adjustments to the district’s energy management system (EMS), including temperature settings and run times for heating, ventilation and air conditioning (HVAC), and other controlled equipment. The Energy Manager provides monthly energy savings reports to the Director of Facilities detailing performance results. • Administration will regularly communicate the importance and impact of the energy conservation program to its internal and external constituents • To complement the district’s behavioral-based energy conservation program, the district shall strive to have a preventive maintenance and monitoring plan for its facilities and systems, including HVAC, building envelope, and moisture control. 1. General 1.1. Classroom doors shall remain closed when HVAC is operating. Ensure doors between conditioned space and non-conditioned space remain closed at all times (i.e. between hallways). 1.2. Proper and thorough utilization of data loggers will be initiated and maintained by the Energy Manager to monitor relative humidity, temperature, and light levels throughout campus buildings to ensure compliance with procedures. 1.3. All exhaust fans should be turned off daily where applicable. 1.4. Office machines (printers, copy machines, etc.) should be switched off each night and during unoccupied times. Fax machines may remain on. 1.5. All computers should be turned off each night. This includes the monitor, local printer, and speakers. Network (i.e. LAN) equipment and computers that are required to run lighting, HVAC equipment, irrigation controllers, etc. are excluded. 1.6. All capable personal computers should be programmed for the “energy saver” mode using the power management feature. If network constraints restrict this, ensure the monitor “sleeps” after 10-minutes of inactivity. 1 2. Cooling Season Thermostat Set Points: Occupied–74-78°F, Unoccupied–85°F 2.1. 2.2. 2.3. 2.4. 2.5. Occupied temperature settings shall NOT be set below 74°F. During unoccupied times when the buildings are not in use, the air conditioning shall be off (data centers and computer labs are excluded). Air conditioning start times may be adjusted (depending on weather) to ensure instruction room comfort when instruction begins. Ensure outside air dampers are closed during unoccupied times where feasible. Relative humidity levels shall not exceed 60% for any 24 hour period. 3. Heating Season Set Points: Occupied–68-72°F, Unoccupied–55°F 3.1. 3.2. 3.3. 3.4. 3.5. 3.6. 3.7. Occupied temperature settings shall NOT be above 72°F The unoccupied temperature setting shall be 55°F (i.e. setback). This may be adjusted to a 60°F setting during extreme weather. The unoccupied time shall begin when the students leave an area. During the spring and fall when there is no threat of freezing, forced air heating systems should be switched off during unoccupied times. Hot water heating systems should be switched off using the appropriate loop pumps where and if applicable. Ensure all domestic hot water systems are set no higher than 120°F or 140°F for cafeteria service. Ensure all domestic hot water re-circulating pumps are switched off during unoccupied times where and if applicable. Ensure a 6°F dead-band between heating and cooling modes for heat pumps where and if applicable. 4. Lighting 4.1. 4.2. 4.3. 4.4. 4.5. All unnecessary lighting in unoccupied areas will be turned off. Faculty and staff members should make certain that lights are turned off when leaving the instruction room or office when empty. Utilize natural lighting where appropriate. All outside lighting shall be off during daylight hours. Gymnasium lights should not be left on unless the gymnasium is being utilized. All lights will be turned off when students and staff leave for the day as allowed by the lighting programs for each building. Custodial staff will turn on lights only in the areas in which they are working. Refrain from turning lights on unless definitely needed. (Lights not only consume electricity but also give off heat that places an additional load on the air conditioning equipment. This increases the use of electricity necessary to cool the room). 2 5. Water 5.1. 5.2. 5.3. 5.4. Ensure all plumbing and/or intrusion (i.e. roof) leaks are reported and repaired immediately. Ground watering should only be done per the local water district requirements. When spray irrigating, ensure the water does not directly hit the facility or run off to the storm drains. Consider installing water sub-meters on irrigation and cooling tower supply lines to eliminate sewer charges. The district encourages the adoption, observation and implementation of these procedures as provided. However, these procedures are not intended to be all-inclusive, and they may be modified for local conditions. 3 New draft: September 15, 2015 Board of Trustees Policy 3261: Energy Conservation The Board embraces energy conservation and believes it to be our responsibility to ensure that every reasonable effort is made to conserve energy and natural resources while exercising sound financial management. The Board recognizes the importance of adopting an energy conservation policy. The Board also affirms the implementation of this policy will be the joint responsibility of the Board, District administration, faculty, staff, students, and support personnel. Success is based on cooperation amid all groups. To ensure the overall success of our behavior-based energy conservation program, the following areas will be emphasized: • • • • A designated campus/site administrator will be accountable for energy conservation on his/her campus/site including conducting energy audits and providing timely feedback. All personnel at each campus/site are expected to make a positive contribution to maximize energy conservation and produce real energy savings. The District will implement its energy conservation in accordance with Administrative Procedure 3261. Accurate records of energy consumption and cost will be maintained by the designated campus/site administrator to provide verifiable performance results on the goals and progress of the energy conservation program. Further, to promote a safe, healthy learning environment and to complement the energy conservation program, each campus/site shall review and adhere to the preventive maintenance and monitoring plan administered by the campus/site physical plant for its facilities and systems, including heating, ventilation and air conditioning, building envelope, and moisture management. ADDENDUM 2016–2020 EDUCATIONAL MASTER PLAN MiraCosta Community College District December 2015 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Acknowledgments Board of Trustees District Leadership Jeanne Shannon, President Dr. David Broad, Vice President Rick Cassar Dr. William C. Fischer George McNeil Frank Merchat Jacqueline Simon Naweed Tahmas, Student Trustee Dr. Sunita Cooke, Superintendent/President Charlie Ng, Vice President of Business & Administrative Services Dr. Mary Benard, Vice President of Instructional Services Dr. Richard Robertson, Vice President of Student Services Educational Plan Update Team Budget & Planning Council Dr. Mary Benard Dr. Theresa Bolanos Kimberly Coutts Scott Fallstrom Mike Fino Dr. Lise Flocken Trudy Fore Joanne Gonzales Melissa Lloyd-Jones Charlie Ng Dr. Richard Robertson Dr. Nikki Schaper Rita Soza Jane Sparks Dr. Wendy Stewart Dr. Al Taccone Katie White Sheri Wright Brayan Astorga Dr. Mary Benard Paul Clarke Marti Essman Scott Fallstrom Mike Fino Ruth Gay Joanne Gonzales Malcolm Heard Susan Herrmann Dr. Bridget Herrin Myla Kelly, Faculty Co-Chair Dave Massey David McField Charlie Ng, Admin Co-Chair Gwen Partlow Trevor Presley Dr. Richard Robertson Kim Simonds Kathy Thiele Jeff Uhlik Dr. Mario Valente Janelle West Katie White Dr. Alketa Wojcik Sheri Wright EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Table of Contents Letter from the President ............................................................................................................................ 1 Executive Summary ...................................................................................................................................... 2 Mission Statement & Board of Trustees ..................................................................................................... 6 Institutional Goals & Objectives .................................................................................................................. 7 Part I: Introduction ....................................................................................................................................... 8 I.1 Overview of the District ....................................................................................................................... 8 I.2 Educational Master Plan Addendum Overview ................................................................................... 9 Part II: Information for Planning ................................................................................................................ 12 II.1 District Information ........................................................................................................................... 12 Population Projections ........................................................................................................................ 12 Importance of the Military in the Regional Economy ......................................................................... 13 Regional Economy ............................................................................................................................... 13 II.2 College Information .......................................................................................................................... 15 Student Diversity................................................................................................................................. 15 Changes in Student Demographics since 2010 ................................................................................... 15 Changes in Student Enrollment since 2010 ........................................................................................ 16 Student Data ....................................................................................................................................... 17 Enrollment Management Information................................................................................................ 19 Student Services and Special Programs .............................................................................................. 19 Part III: Ten-Year Institutional Goals, Strategic Objectives & Five-Year Directions ................................ 22 Ten Year Institution Goals, Strategic Objectives and Five-Year Directions............................................. 23 Five-Year Directions, 2016-2020 ............................................................................................................. 27 Five-Year Directions for Institutional Goal I: ....................................................................................... 27 Five-Year Directions for Institutional Goal II: ...................................................................................... 29 Five-Year Directions for Institutional Goal III: ..................................................................................... 30 Five-Year Directions for Institutional Goal IV: .................................................................................... 30 Five-Year Directions for Institutional Goal V: ..................................................................................... 30 PART IV: Enrollment Projections ............................................................................................................... 32 Introduction to the Enrollment Projections............................................................................................ 32 Enrollment Change: Fall 2011 & Fall 2014 .............................................................................................. 33 Enrollment Projections: Fall 2020 ........................................................................................................... 33 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 PART V: Implications for Facilities ............................................................................................................ 34 APPENDIX A: Information for Planning ..................................................................................................... 35 Table 1: Educational Attainment in the MCCCD Service Area, 2013 Percent of Population age 25+ .... 35 Table 2. Population Projections for the MCC District Area, by Age ........................................................ 35 Table 3: Credit Students by Ethnicity ...................................................................................................... 36 Table 4: Student Population by Age........................................................................................................ 36 Table 5: Student Population by Military Status ...................................................................................... 37 Table 6: Student Fall Semester Headcount Enrollment, 2000-2014....................................................... 37 Table 7: Enrollments per Campus ........................................................................................................... 38 Table 9: Course Retention and Completion ............................................................................................ 39 Table 10: Basic Skills Improvement Rates by Program ........................................................................... 39 Table 11: Units Earned Without a Degree .............................................................................................. 40 Table 12: College-wide WSCH/FTEF ........................................................................................................ 40 Table 13: Student Participation in Student Services Programs .............................................................. 41 Table 14: Enrollment Projections District-wide and by Campus 2020 ................................................... 42 Figure A: Career Opportunities by Entry Level Education, San Diego County, 2012 – 2022 .................. 46 Figure B: Ethnic Distribution by Population Group ................................................................................. 47 Figure C: Student Ethnicity by Campus ................................................................................................... 48 Figure D: Cross Enrollments between Palomar and MiraCosta .............................................................. 48 Figure E: One Year High School Capture Rate, Classes of 2010-2014..................................................... 49 Figure F: Student Persistence from Fall Term to the Subsequent Spring Term...................................... 50 Figure G: Student Persistence from Fall Term to the Subsequent Fall Term.......................................... 50 Figure H: Number of Degrees Awarded Annually, 2009/2010 to 2013/2014 ........................................ 51 Figure I: Number of Certificates Awarded Annually, 2009/2010 to 2013/2014..................................... 52 Figure J: Transfer Velocity ....................................................................................................................... 53 Figure K: District-wide FTES by Course Type........................................................................................... 54 APPENDIX B: Employment & Economic Activity in the Region ................................................................ 55 Traded Clusters of Employment and Regional Activity Centers ............................................................. 55 Table B.1 Traded Industry Cluster Employment and Wages, 2010 .................................................... 56 Table B.2 below presents the percentage of traded industry cluster jobs located within each of the major Metropolitan Statistical Areas of San Diego County. ............................................................... 57 Economic Activity Centers in the MCCCD Service Area .......................................................................... 58 APPENDIX C: High School Capture Rate and Educational Requirements for Careers .............................. 60 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Appendix C.1: High School Capture Rate Data 2-Year Rate .................................................................... 60 Appendix C.2: Gaps in Careers Requiring an Associate’s Degree ........................................................... 63 Appendix C.3: Gaps in Careers Requiring a Postsecondary Certificate .................................................. 65 Appendix C.4: Gaps in Careers Requiring Some College......................................................................... 67 Appendix C.5: Gaps in Careers Requiring a High School Diploma .......................................................... 68 Appendix C.6: Careers Requiring a Bachelor’s Degree ........................................................................... 77 APPENDIX D: MiraCosta College Institutional Plans ................................................................................. 80 MiraCosta College Plans.......................................................................................................................... 80 Comprehensive Master Plan ............................................................................................................... 80 Strategic Plan 2014-2017 .................................................................................................................... 80 Staffing Plan 2015-2018 ...................................................................................................................... 80 Technology Plan 2011-2014 ................................................................................................................ 80 AB86 Plan ............................................................................................................................................ 80 Instruction ............................................................................................................................................... 80 Experiential Education Plan ................................................................................................................ 80 Online Education Plan (Closed) 2011-2014......................................................................................... 80 Student Services...................................................................................................................................... 80 EOPS Plan ............................................................................................................................................ 80 Student Equity Plan 2014-2017 .......................................................................................................... 80 Student Success Plan........................................................................................................................... 81 Student Success and Support Program Plan (SSSP) ............................................................................ 81 Transfer Center Plan ........................................................................................................................... 81 Athletics Plan ...................................................................................................................................... 81 Bloodborne Pathogens Exposure Control Plan- Waiting to hear from Joe Mazza ............................. 81 Business and Administrative Services ..................................................................................................... 81 Final Budget for 2015-16..................................................................................................................... 81 District Deferred Maintenance Plan-Waiting to hear from Tom ........................................................ 81 2017-2021 5-Year Capital Construction Plan (yearly update) ............................................................ 81 Sustainability Plan ............................................................................................................................... 81 Emergency Operations Plan ................................................................................................................ 81 Workplace Violence Plan .................................................................................................................... 82 Superintendent/President Division......................................................................................................... 82 Equal Employment Opportunity Plan ................................................................................................. 82 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Foundation and Development Office Long Range Plan, 2010-2019 ................................................... 82 References .................................................................................................................................................. 83 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Letter from the President MiraCosta College is proud of over 80 years of service to the beautiful North County Coastal area, where 90 percent of our graduates return to live within 25 miles of our campus. They start their families and begin their careers in industry clusters like biotechnology, health care, high tech manufacturing, telecommunications, and education. The MiraCosta Community College District mission is to provide superior educational opportunities and student-support services to a diverse population of learners with a focus on their success. Our graduates rave about their enriching experiences in our general education, transfer, and career-technical programs. In the coming months the college will enhance its mission as it expands the current full spectrum of offerings from university-transfer courses, career-and-technical education, certificate programs, basic skills education, and lifelong-learning opportunities, to include the nation’s first bachelor’s degree in biomanufacturing and a bachelor’s degree in nursing through a collaboration with Point Loma Nazarene University. These two new bachelor’s degrees will meet critical workforce needs within our community. As the college endeavors to meet tomorrow’s industry and community needs, the update of the educational master plan required analysis of projections and trends in demographics, the labor market, and other important information with an eye to the future. The process enables the college to include a variety of information sources including our relationships with industry leaders to ensure our educational programs and services remain vital to our business, industry and community, particularly as related to workforce readiness. The Educational Master Plan Addendum 2016 – 2020 updates will allow us to project and plan for the resources we will need to realize the future directions and implications of our analysis and our plan. Many people from across the college and our community have contributed to the research that supports this document. Their passion for the college and our students exemplifies MiraCosta College’s commitment to our mission. 1|Page EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Executive Summary The MiraCosta Community College District (MCCCD) is located along the Southern California coast between Orange County to the north and the metropolitan area of San Diego to the south. The district includes the cities of Oceanside, Carlsbad, Encinitas, Solana Beach, and Del Mar; the community of Rancho Santa Fe; and portions of Carmel Valley and U.S. Marine Corps base Camp Pendleton. The district operates four sites: the Oceanside Campus on 121 acres in the city of Oceanside; the San Elijo Campus on 42 acres in the Encinitas community of Cardiff-by-theSea; the Community Learning Center on 7.6 acres in Oceanside; and the Technology Career Institute on a two-acre office/classroom complex in Carlsbad. In 2014/15, the MCCCD Budget and Planning Committee (BPC) tasked the Enrollment Management Subcommittee to work with the Enrollment Management Committee to prepare an addendum to the Educational Plan in the 2011 Comprehensive Master Plan. This group came to be known as the Educational Plan Update Team. The team was tasked with developing an enrollment management plan that projects target enrollments for the second five years of the tenyear Comprehensive Master Plan (CMP). The MCCCD Educational Master Plan Addendum 2016-2020 is intended to guide institutional and program planning and development, and it will serve as the district’s blueprint for the next five years. The Enrollment Management Subcommittee of BPC will review the enrollment management plan annually and update initiatives, strategies, and benchmarks accordingly, based on current district challenges, institutional objectives and priorities, and projected funding levels. District Background. The San Diego Association of Governments (SANDAG) estimates that 393,136 people lived in the MiraCosta College service area in 2014—about 12.3 percent of the total population of the San Diego region. The MCCCD area’s population tends to be a bit older than the region as a whole and has much higher household incomes than average for the region. MCCCD area residents also tend to be more highly educated than the regional average. The population of the southern part of the district tends to be older, better educated, more affluent, and less diverse than the population living in the northern part of the district (based on all residents/students over the age of 18). The MCCCD service area has more than 17 percent of the region’s employment in biotechnology, biomedical devices, and clean technology. Student Information. MiraCosta College serves greater proportions of African American, Hispanic, and multiethnic students than exist in the district population, providing access to education for traditionally underrepresented groups. There is a disparity between the percentage of the population living in the district who are white (67 percent of all residents) and the percentage of students enrolled at the college who are white (47 percent). In addition, the committee noted the following: • Placement scores indicate a need for additional basic skills courses. Overall, 57 percent of students are placing into transfer-level English, 71 percent into transfer-level reading, and 23 percent into transfer-level mathematics. 2|Page EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 • Course retention and completion rates have remained stable over the past five years. About 82 percent of students completed their courses, and 70 percent completed them successfully. • Persistence from the fall to the spring semester is up 2.9 percentage points since 2010. • Persistence to a second year is up 4.6 percentage points since 2010. • Many students complete 60 or more units without receiving a degree. • The number of degrees and certificates awarded is up significantly over five years. • Only 6 percent of entering students transfer within two years, and 54 percent transfer within eight years. College Information. Several changes since the CMP was completed in 2010 were noted during the planning process: • A higher percentage of the students are Hispanic (up from 27 percent in fall 2010 to 33.8 percent in fall 2014). • The number of veteran students is down, but the number of students who are military dependents has increased. • The total number of students enrolled for fall semester (unduplicated headcount) is down 3.2 percent since 2010. • Total class enrollment is up 6 percent since 2010, but this growth was not evenly distributed: Oceanside Campus enrollments were up 3 percent, San Elijo Campus enrollments were down 18 percent, and online enrollments showed the greatest gain at 43 percent. • Fewer students enroll at MiraCosta College directly from high school. The number of students enrolling at the college directly out of high school has decreased 19.8 percent since 2010. • The percentage of full-time equivalent students (FTES) who are in transfer and CTE courses has increased 6.6 percentage points since 2010. • A college-wide measure of productivity (weekly student contact hours/full time equivalent faculty or WSCH/FTEF) is lower than the state standard. • Courses are usually 90 percent or more full. 3|Page EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Ten-Year Institutional Goals and Five-Year Directions, 2016-2020. The Educational Plan Update Team reviewed the district and student demographic information and student outcomes to identify directions that MCCCD needs to take over the next five years to achieve the goals of the 2011Comprehensive Master Plan. The ten-year institutional goals and five-year directions identified for each are presented in the table below. Ten-Year Goal I: MiraCosta Community College District will become a vanguard educational institution committed to innovation and researched best practices, broad access to higher education, and environmental sustainability. Five-Year Directions: 1. Maintain comprehensive CTE, transfer, and basic skills programs and related student support services at the Oceanside Campus. 2. Create a strategic identity for the San Elijo Campus and build enrollment. 3. Support growth of online instruction and support services. 4. Expand and enhance adult education (noncredit) services throughout the district. 5. Coordinate and integrate instructional and student support in the areas of scheduling strategies; expand short-term and accelerated scheduling as appropriate; connect student education plan assessment and planning to schedule development. 6. Strengthen and expand instructional programming. The planning team identified four program areas to expand to address the ten-year institutional goals: nursing and allied health programs; science, technology, engineering, and mathematics (STEM) programs; baccalaureate programs; and the International Education Program. 7. Support Kinesiology and Athletics, including intercollegiate and intramural programs. 8. Enhance professional development to increase institutional capacity and performance. Ten Year Goal II: MiraCosta Community College District will become the institution where each student has a high probability of student success. Five-Year Directions: 9. Expand and enhance Student Success and Support Program (SSSP) core services and student equity efforts for targeted populations identified in the Academic Success and Equity Programs. 10. Expand student access to learning communities. 11. Incorporate a focus on the learning environment (including student gathering spaces and flexible learning environments) in college planning. 12. Coordinate and integrate learning support programs and services and student support programs and services. 4|Page EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 13. Expand cohort programs to include themed pathways. Ten Year Goal III: MiraCosta Community College District will institutionalize effective planning processes through the systematic use of data to make decisions. Five-Year Directions: 14. Employ student data analytics to improve outcomes at multiple levels. Ten Year Goal IV: MiraCosta Community College District will demonstrate high standards of stewardship and fiscal prudence. Five-Year Directions: 15. Use productivity benchmarks (FTES and WSCH/FTEF) and targets to determine need for and plan new district facilities. Ten Year Goal V I. MiraCosta Community College District will be a conscientious community partner. Five-Year Directions: 16. Create stronger pathways from high school to MiraCosta College. 17. Coordinate, integrate, and expand concurrent/dual enrollment. 18. Expand and enhance partnerships with K-12 districts to support student preparation for college-level courses. 19. Expand and enhance business and industry services throughout the district service area. 20. Expand and enhance community services throughout the district service area. Implications for Facilities. The five-year directions outlined in this Educational Master Plan Addendum create the need for new or remodeled facilities and instructional spaces. These needs include: (a) remodeling at San Elijo to accommodate the nursing and allied health programs as well as the biotechnology program; (b) remodeling for any space vacated at the Oceanside Campus; (c) facilities and technology needed to support growth in online programs and services; (d) facilities needed for adult education; and (e) more flexible learning environments and student gathering places. 5|Page EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Mission Statement & Board of Trustees MISSION STATEMENT The MiraCosta Community College District mission is to provide superior educational opportunities and studentsupport services to a diverse population of learners with a focus on their success. MiraCosta offers undergraduate degrees, university-transfer courses, career-and-technical education, certificate programs, basic-skills education, and lifelong learning opportunities that strengthen the economic, cultural, social, and educational well-being of the communities it serves. BOARD OF TRUSTEES The seven elected members of the MiraCosta Community College District Board of Trustees each represent and must reside in a specific area of the college district. The term of office is four years, and beginning in 2014, members are elected by district areas. The MiraCosta College district includes the communities of Oceanside, Carlsbad, Encinitas, Cardiff, Olivenhain, Leucadia, Solana Beach, Rancho Santa Fe, Del Mar, Carmel Valley and parts of Camp Pendleton. A student trustee elected by the student body also sits on the Board of Trustees. Jeanne Shannon (District 1), President Rick Cassar (District 2) Jacqueline Simon (District 3) Frank Merchat (District 4) George McNeil (District 5) David Broad (District 6), Vice President William Fisher (District 7) Naweed Tahman, Student Trustee 6|Page EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Institutional Goals & Objectives 7|Page EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Part I: Introduction I.1 Overview of the District During the Great Depression, the Oceanside-Carlsbad Union High School District Board of Education bravely voted to establish a community college. Known then as the OceansideCarlsbad Junior College Department of the Oceanside High School District, the school opened on September 3, 1934 with approximately 120 students. The college’s enrollment has since grown to 15,000 credit students and an additional 12,000 noncredit and fee-based students. In 2014, MiraCosta College celebrated 80 years of educational excellence. The MiraCosta Community College District (MCCCD) is located along the Southern California coast between Orange County to the north and the metropolitan area of San Diego to the south. MCCCD is approximately 35 miles north of San Diego and 90 miles south of Los Angeles. The district includes the cities of Oceanside, Carlsbad, Encinitas, Solana Beach, and Del Mar; the community of Rancho Santa Fe; and portions of Carmel Valley and U.S. Marine Corps base Camp Pendleton. The district operates four sites: the Oceanside Campus on 121 acres in the city of Oceanside; the San Elijo Campus on 42 acres in the Encinitas community of Cardiff-by-theSea; the Community Learning Center on 7.6 acres in Oceanside; and the Technology Career Institute on a two-acre office/classroom complex in Carlsbad. The MiraCosta Community College District is the smallest (in terms of headcount) of the five community college districts within San Diego County. MiraCosta College is accredited by the Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges. ACCJC is an institutional accrediting body recognized by the Council for Higher Education Accreditation and the U.S. Department of Education. The college is also approved by the California Department of Education for the training of veterans under the provisions of the G.I. Bill of Regulations. The University of California, California State University and high-ranking private universities give credit for transfer courses completed at MiraCosta College. MCCCD has demonstrated a progressive and innovative approach to aligning faculty, curriculum, facilities, and student services with the region’s changing needs: • In collaboration with local business and industry, the new Technology Career Institute offers not-for-credit fee-based industry-specific training and certificate programs. • In 2015 the district was selected as one of 15 California community colleges to offer a baccalaureate program—the nation’s first biomanufacturing bachelor’s degree program. Upper-division course work will build on existing MCCCD associate degrees in biotechnology and will be offered starting in fall 2017. • The district population of older adults is projected to increase between 30 and 40 percent in the next five years. In the midst of this demographic shift, all adult education classes will be offered through MCCCD, including those currently offered by the San Dieguito High School District. By summer 2016, MCCCD will offer all of the adult high school, 8|Page EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 English as Second Language (ESL), older adult workforce re-entry, and parenting classes in the southern end of the district. I.2 Educational Master Plan Addendum Overview Purpose and Process. In 2014/15, the Budget and Planning Committee tasked the Enrollment Management Subcommittee to work with the Enrollment Management Committee to prepare an addendum to the Educational Plan in the Comprehensive Master Plan (CMP). This group came to be known as the Educational Plan Update Team. The team was tasked with developing an enrollment management plan that projects target enrollments for the second five years of the tenyear CMP. The Educational Master Plan Addendum 2016-2020 is driven by the institutional goals identified in the CMP. The institutional objectives defined in the college’s Strategic Plan 2014-2017 also are derived from the institutional goals outlined in the CMP. The college references these institutional goals and objectives as it goes through its annual budgeting and planning process as well as its annual program review process. This Educational Master Plan Addendum 2016-2020 was built on the Educational Plan portion of the 2011 Comprehensive Master Plan using a participatory, transparent planning process that is well established at MiraCosta College. This planning process included four MCCCD councils and extensive involvement from the campus at large during the development of the addendum to the CMP, with more than 153 individuals (students, staff, and faculty) involved. The four MCCCD councils include the following: • • • • Academic Senate Administrative Council Classified Senate Associated Student Government Guiding Principles. The Educational Master Plan Addendum 2016-2020 is a comprehensive document that will serve as the district’s blueprint for the next five years. It is intended to guide institutional and program planning and development, providing guidance to instruction, student services, and business services on the district's directions over the next five years. The addendum’s guiding principles will inform college and district decisions about growth, development, and resource-allocation and align with the mission and goals in the CMP. The MiraCosta College Educational Plan Update Team identified the following principles to guide enrollment management planning and decision making: • Enrollment management strategies demonstrate the college’s commitment to student success and access through the following: o Conducting outreach to the community through engaging communication strategies. o Delivering programs and services that address the needs of the students and industry in the district’s service area. 9|Page EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 o Providing targeted services to support student success and equity. • The college ensures programs and services are flexible and responsive to student, community, and industry needs through the following: o Creating and maintaining local community and industry partnerships. o Collaborating with K-12 and other educational institutions to support a collegegoing culture and to prepare high school graduates for college-level course work (Oceanside Promise and Gear Up). o Collaborating with community organizations to align and create noncredit pathways to college-level course work and employment. o Creating pathways to other higher education institutions for transfer purposes. • The college demonstrates its commitment to managing resources and ensuring compliance with state and federal regulations, licensing, and accreditation requirements as follows: o Ensure an appropriate balance in the curriculum and course offerings among transfer, occupational, degree/certificate, and developmental education programs. o Steward campus resources in enrollment planning and delivery of student services. o Maintain compliance with state and federal regulations, licensing, and accreditation (such as Title 5, California Code of Regulations; California Education Code; ACCJC Accreditation Standards; Licensing Requirements; Title IX of the Education Amendments of 1972; Office of Veterans Affairs; Americans with Disabilities Act; and Federal Financial Aid). Uses for Enrollment Management. The purpose of this Educational Master Plan Addendum 2016-2020 is to create a responsive, flexible, educationally and financially sound, research-based approach to enrollment management. Enrollment management is an institution-wide, systematic, research-driven system designed to attract and retain the students MCCCD wishes to serve while helping them be successful. The Enrollment Management Plan identifies enrollment projections and establishes future directions. The Enrollment Management Plan is tied to the budget allocation process and institutional program planning. MCCCD enrollment management efforts will accomplish the following: • Support the mission and goals of the college by identifying and defining enrollment projections/goals. • Provide the greatest possible student access with a focus on educational quality, service delivery and student success. • Develop comprehensive, well-balanced educational programs and services that are responsive to the needs of students and community. • Inform resource allocation and facilities planning and drive campus resource allocation in the areas of staffing, facilities, technology, equipment/supplies, and finances. The Enrollment Management Committee assesses the Enrollment Management Plan annually and updates initiatives, strategies, and benchmarks accordingly, based on current district challenges, institutional objectives and priorities, and projected funding levels. 10 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Role in Guiding all Institutional Planning. The Enrollment Management Committee makes recommendations to the Budget and Planning Committee and the superintendent/president on the target number for full-time equivalent students (FTES) and WSCH/FTEF. These recommendations drive the institutional program planning and review process. The resource allocation process at MiraCosta College supports student success by allocating resources (staffing, facilities, technology, supplies, and equipment) to support instructional programs and student services. The allocation process begins with the Enrollment Management Plan’s projection of courses, programs, and student services needed to respond to projected student and community need. Budget and Planning Committee subcommittees review the Strategic Plan and the plans prepared by MCCCD programs in the program review process and recommends funding to support student success. The Educational Master Plan Addendum 2016-2020 will be used to guide the college in enrollment management and facilities planning. It will serve as a key reference for all MCCCD programs as they complete their annual plans through program review. The Budget and Planning Committee also will rely on the addendum to make recommendations regarding allocation of resources. 11 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Part II: Information for Planning II.1 District Information The San Diego Association of Governments (SANDAG) estimates that 393,136 people lived in the MiraCosta College service area in 2014—about 12.3 percent of the total population of the San Diego region. The MCCCD area’s population tends to be a bit older than the region as a whole (13.4 percent are over age 65, compared to 12.6 percent regionally) and also has a higher percentage of the population under age 18 (24.1 for MCCCD, 23.1 percent regionally). A much smaller percentage of the MCCCD population is aged 18-24, the traditional college age (7.8 percent for MCCCD, 11.9 percent for the region). In total, there were about 30,700 residents of the MCCCD area aged 18-24 in 2014. The people residing in the MCCCD service area have much higher household incomes than average for the region (an $86,707 median income in MCCCD, compared to $68,711 regionwide), with a much higher percentage of the households making over $100,000 per year (43 percent for MCCCD, 33 percent regionally). MCCCD area residents tend to be more highly educated than the regional average as well. The percentage of residents over age 25 who have a bachelor’s degree or higher is significantly higher than the countywide average (34.6 percent) in five of the six cities located in the MCCCD service area. More than half of the residents over age 25 in Carlsbad, Del Mar, Encinitas, Rancho Santa Fe, and Solana Beach have a Bachelor’s degree or higher. Only Oceanside, at the northern end of the district, has a lower percentage of residents over age 25 with a Bachelor’s Degree than the countrywide average (24.8 percent versus 34.6 percent). Oceanside also has the highest percentage of residents in the region over age 25 with less than a high school diploma (16.6 percent, higher than the 14.6 percent countywide). Table 1 in Appendix A presents educational attainment in the MCCCD service area. Population Projections SANDAG projects that the population of the MCCCD service area will grow by 17 percent by 2050, but with a significant shift in the demographics of the region. According to SANDAG, the population of the district area is projected to age significantly. A similar trend is seen throughout San Diego County. The region will feel the effects of the Baby Boom generation, who will live longer than previous generations and be less likely to move out of the district. This will make it more difficult for younger families to move into the area. As a result, there will be fewer traditionally college-aged students from which to draw. The number of residents in the traditional college-aged population (18-24) is projected to decline by nine percent by 2050; the number of residents aged 18-19 is projected to decline by 26 percent. In the meantime, the number of residents over the age of 61 is expected to more than 12 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 double. See Table 2 in Appendix A for more detail about the population projections for the MCCCD area. Importance of the Military in the Regional Economy San Diego County has the largest concentration of military in the world. The U.S. Navy has designated San Diego Bay as a West Coast mega-port. About 33 percent of the U.S. Naval Pacific Fleet is home ported in San Diego Bay. Naval bases in San Diego County include Naval Air Station, North Island; Naval Station San Diego; Naval Amphibious Base, Coronado; Naval Submarine Base, Point Loma; and Naval Medical Center San Diego. The U.S. Marines Corps also has a significant presence in San Diego County, with the Marine Corps Base at Camp Pendleton, the Marine Corps Air Station Miramar and the Marine Corps Recruit Depot. San Diego also is home to the Space and Naval Warfare Systems Center (SPAWAR). In fiscal year 2015, the military spent $24.8 billion in the San Diego region, up 75 percent from the $14.2 billion that the U.S. Department of Defense spent in San Diego in 2007. The San Diego Military Advisory Council (www.sdmac.org) estimates that with the multiplier effect (i.e., each military job leads to other jobs created to serve those workers), the military accounts for $45 billion of the gross regional product (GRP) in 2015. That is 21.5 percent of the region’s total GRP. San Diego County ranks first in the nation for military and civilian Department of Defense wages and salaries. The military sector is responsible for about 328,000 of the region’s total jobs (including the ripple effect of defense spending) – about 22 percent of all the jobs in San Diego County. A wide range of jobs are created as a result of defense spending, including jobs in engineering, food services, retail sales, health care, education, real estate, shipbuilding, and construction. The MCCCD service area includes the base headquarters for Marine Corps Base Camp Pendleton, the major West Coast base of the United States Marine Corps. With over 125,000 acres and17 miles of coastline, Camp Pendleton offers training facilities for many active and reserve Marine, Army and Navy Units. Camp Pendleton is the largest local employer, and has a daytime population of approximately 70,000 military and civilian personnel. The Department of Veteran Affairs reports that more than 260,000 veterans reside in the county, the largest number of military retirees anywhere in the nation. Regional Economy Industries Located in the San Diego Region and in MCCCD The MCCCD has been fastest growing in the region in terms of industrial space. In 2007 (when SANDAG last published a regional activity centers study) the MCCCD service area had about 15 percent of the existing industrial space in the county, and about 27 percent of the industrial space that was then under construction. Over 68 percent of the new industrial space that in 2007 had been proposed to be built was in the district service area. Although updated 13 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 information has not been published to indicate how much of this space was built during the recession, it is clear that the district serves the part of the county that is fastest growing in industrial space. The MCCCD service area has over 17 percent of the region’s employment in biotechnology, biomedical devices and in clean technology. The Metropolitan Statistical Area (MSA) that most closely aligns with the district service area (North County West) also accounts for a sizable portion of the employment in industries that bring outside capital into the region (called traded industry clusters). These traded industry clusters are the groups of companies that drive economic growth. The MCCCD service area has over 17 percent of the jobs in the biomedical devices and products cluster, in the biotechnology and pharmaceuticals cluster, and in the clean technology cluster, which includes environmental services. (The largest concentration of jobs in these industry clusters are found in the North City MSA, which includes Del Mar, part of the MCCCD service area). The North County West MSA also has almost 60 percent of the jobs in action sports manufacturing. Appendix B presents more detailed information about regional activity centers and traded clusters of employment. Projections of Employment Growth by Occupation Figure A in Appendix A lists the fastest and largest growing career opportunities in San Diego County by educational level from the year 2012 through 2022. The term “fastest growing” refers to new jobs that are generated by new growth in that industry. The term “largest growing” refers to job openings that include both new jobs and replacement needs. (Data is based on Labor Market Information from the California Employment Development Division and Economic Modeling Specialists Inc.) Registered nurses, web developers, environmental science technicians and preschool teachers are among the most promising career fields that require an Associate’s Degree. There is also strong demand for trained Licensed Vocational Nurses, Nursing Assistants, and workers in other allied health occupations. For those students with Bachelor’s Degrees and above, marketing, business/accounting, healthcare and the sciences offer the best opportunities. MCCCD currently offers associate degree programs in nursing and programs for licensed vocational nurses, medical and nursing assistants, and other health care technician programs. In the fall of 2017, MiraCosta College will begin offering a Bachelor’s Degree in Biomanufacturing. The college selected this program based on the number of biotechnology manufacturing companies in the area and their expressed need for skilled workers. The data on job opportunities supports this need: there are approximately 125 job openings annually in the field, but only 50 graduates annually to fill them. MiraCosta College aims to become one of the top suppliers of skilled Biotechnology workers in the region. Almost every position in the healthcare-related field shows a need for more trained workers. A gap analysis compares the number of jobs available in a service area with the number of employees being produced by the educational institutions within that service area. Where there 14 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 are more jobs than graduates, there is evidence of a gap. These situations are opportunities for colleges to explore new programs. Appendix C provides a list of positions reviewed, salaries, competing programs and graduates produced by all of the colleges in the county. For the purpose of this analysis, the region is defined as San Diego County rather than the specific district area. All San Diego community colleges are included in the counts of degree programs as well as graduates because each of these graduates could be competing for the same jobs. In terms of available jobs, only those with 50 or more openings per year were considered. Note: The analysis does not account for the private and for-profit institutions that may also provide graduates to the pool of job seekers. Comparisons were made by matching Taxonomy of Programs (TOP) codes with the Standard Occupational Classification (SOC) system in an attempt to match college programs to available jobs. There is not a direct match. In many cases there is a “many to many” relationship, so there will be some variability in the data. Almost every position in the healthcare-related field shows a gap. Paralegals and legal secretaries are in demand, as are preschool teachers and electrical engineering technicians. II.2 College Information Student Diversity The credit student body of MiraCosta College is more diverse than the population the district serves. There is a disparity between the percentage of the population living in the district who are white (67 percent of all residents) and the percentage of students enrolled at the college who are white (47 percent). The population of the southern part of the district tends to be older, better educated, more affluent and less diverse than the population living in the northern part of the district (based on all residents/students over the age of 18). Older students are less likely to need access to community colleges, especially if they currently hold a bachelor’s degree or greater. Families in affluent areas often do not consider community colleges as a choice for their children’s advanced education. MiraCosta College serves greater proportions of African American, Hispanic, and multiethnic students than exist in the district population, providing access to education for traditionally underrepresented groups. Please see Figure B in Appendix A for the Ethnic Distribution by Population Group. Changes in Student Demographics since 2010 • A higher percentage of the students are Hispanic. In fall 2010, 52.6 percent of MCCCD credit students were white, 27.0 percent were Hispanic, 7.7 percent were Asian, and 3.8 percent were African American. In fall 2014, 45.6 percent of the MCCCD credit students were white (down 7 percentage points) and 33.8 percent were Hispanic (up 6.8 percentage points). The percentage of students who were Asian (7.4 percent) and African American (3.4 15 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 percent) dropped slightly since 2010. See Table 3 in Appendix A for student credit breakdown by ethnicity. There is a great deal of difference in diversity among the campus sites. This is due in part to the locations of each campus and the populations they serve. For more detail see Figure C in Appendix A, Student Ethnicity by Campus. • The average age of the student population has become somewhat younger. Two age groups increased as a percentage of the population between fall 2010 and fall 2014: • The traditional college age group, ages 18-24. In fall 2010, 57.8 percent of the MCCCD credit student population was age 18 to 24; by fall 2014 that age group made up 59.3 percent of the student population. • Students ages 25-34. This age group made up 20.6 percent of the student population in fall 2010, and 22.5 percent in fall 2014. The percentage of fall semester students who were over age 35 declined from 14.2 percent in 2010 to 13.7 percent in fall 2014. See Table 4 in Appendix A for more information on student population by age. • The number of veteran students is down, but the number of students who are military dependents has increased. MCCCD enrolled 980 military veterans in 2014/15, down almost 16 percent from 1,162 veteran students in 2013/14 and down 3 percent from the 1,011 veterans enrolled in 2012/13. The number of students who are military dependents has been increasing over the past three years, from 523 in 2012/13 to 912 in 2014/15. Student population by military status is presented in Table 5 of Appendix A. Changes in Student Enrollment since 2010 • The total number of students enrolled for fall semester (unduplicated headcount) is down 3.2 percent since 2010. MCCCD’s total unduplicated headcount enrollment grew from 11,865 in 2000 to 17,140 in fall 2009, a 44.5 percent growth (the fastest in the San Diego region). In fall 2010, 16,701 students enrolled at MCCCD. By fall 2014, unduplicated headcount enrollment dropped to 16,173, a reduction of 907 students from the 2009 high (a 5.6 percent decline in total headcount enrollment). Total unduplicated headcount decreased 3.2 percent between 2010 and 2014. Table 6 of Appendix A presents fall semester headcount enrollment data by year, 2000-2014. • Total class enrollment is up 6 percent since 2010, but enrollments are down 18 percent at San Elijo and up 43 percent online. While total enrollments (in all classes) increased 6 percent between fall 2010 and fall 2014 (from 37,880 in 2010 to 40,038 in 2014), this growth was not evenly distributed: o Oceanside campus enrollments were up 3 percent (676 enrollments) 16 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 o San Elijo enrollments were down 18 percent (1,440 enrollments) o Online enrollments showed the greatest gain, at 43 percent (2,751 enrollments) Table 7 of Appendix A presents more detail about enrollments per campus. • More students come from the Palomar district area than leave the MCCCD region to attend Palomar. In 2014/2015, more students who live in the Palomar district area enrolled in MCCCD classes (about 6,825) than students who live in the MCCCD area who enrolled at Palomar (5,117 students). See Figure D in Appendix A, Cross Enrollments between Palomar and MiraCosta for more detail. • Fewer students enroll in MCCCD directly from high school. The number of students enrolling in MCCCD directly out of high school has decreased 19.8 percent since 2010, from a total of 1,197 in 2010 to 960 in 2014. Overall, the number of students coming from indistrict high schools dropped 18.9 percent (from 919 to 745) and the number of students coming from out-of-district high schools dropped 22.7 percent (down from 278 to 215). Figure E in Appendix A presents the One-Year High School Capture Rate, 2010-2014. • The rapid rise in four-year college costs and student debt loads may cause more students to complete their first two years of post-secondary education at a community college. In 2010, total student loan debt outstanding was approximately $833 billion. By 2015 the total student loan debt outstanding had grown over 55 percent, to approximately $1.3 trillion. Community colleges are the only colleges where graduates typically have no debt; only about 17 percent of community college students borrow for their education (www.acct.org). Student Data • Placement scores indicate a need for additional basic skills courses. Placement scores in English, reading, and math were quite consistent between 2010/11 and 2014/15. Overall, 57 percent of students are placing into transfer-level English, 71 percent into transfer-level reading, and 23 percent into transfer-level mathematics. The percentage of students who score one level below college-level ESL increased from 26 percent in 2010/11 to 35 percent in 2014/15. The percentage of students scoring two or more levels below college-level in ESL has dropped from 75 percent to 64 percent over those five years. Table 8 in Appendix A presents more detail about placements rates in English, ESL, Reading and Math over five years. • Course retention and completion rates have remained stable over the past five years. About 82 percent of students completed their courses. The percentage of students who complete their courses successfully has edged up slightly over the past five years, from 68 percent in 2010/11 to 70 percent in 2014/15. Table 9 in Appendix A presents the percentage of courses completed successfully, 2010/2011 to 2014/2015. 17 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 • Persistence to a second semester is up 2.9 percentage points since 2010. The percentage of incoming fall students who returned for a second semester was 71.2 percent in fall 2010, dipped to 69.6 percent in fall 2011, and then increased to 74.1 percent in 2014-2015. Figure F in Appendix A presents student persistence from fall term to the subsequent spring term. • Persistence to a second year is up 4.6 percentage points since 2010. The percentage of incoming fall students who return for a second year (fall to fall) was 52.6 percent in fall 2010 and increased to 57.2 percent in 2014/15. Figure G in Appendix A presents student persistence from fall term to the subsequent fall term. • ESL and basic skills improvement rates are increasing but not steadily. Basic skills improvement rates are the percentage of students who have taken a basic skills class and who within three years have successfully completed course work at least one level above their prior basic skills enrollment. o In English, 38.2 percent of the 2004/2005 student cohort improved; this percentage increased to 40.0 percent for the 2007/2008 cohort, but dropped back to 38.9 percent for the 2008/2009 cohort. o There was fairly steady growth in improvement rates in math, from 36.5 percent for the 2004/2005 cohort to 39.1 percent for the 2008/2009 cohort. o In ESL, student improvement rates rose slowly (from 29.6 percent in 2004/2005 to 31.5 percent in 2006/2007, then jumped to 38.8 percent for the 2007/2008 cohort. The improvement rate dropped back to 30.7 percent for the 2008/2009 cohort of students. Table 10 in Appendix A presents detail for the basic skills improvement rates by program. • Many students complete 60 or more units without receiving a degree. In 2014/15, a total of 904 students enrolled at MCCCD (9 percent of all students) had already completed 60 or more units. Table 11 in Appendix A provides data on the number of students who have earned over 60 units without a degree. • The number of degrees and certificates awarded is up significantly over five years. The number of degrees awarded increased almost 150 percent over five years, from 529 in 20092010 to 1,319 in 2013/14. The number of certificates awarded increased more than 175 percent over five years, from 516 in 2009-2010 to 1,430 in 2013/14. Figures H and I present the number of degrees and certificates awarded annually over the five years since 2009/2010. • Only 6 percent of entering students transfer within two years, and 54 percent transfer within eight years. The population of students transferring is small both in terms of entering cohort as well as total transfers. In order to be included in the analysis as a “transfer-bound” student, an individual had to be a first-time college student in 2007-2008, complete a 18 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 minimum of 12 units in 6 years and take a transfer-level English or math course. Figure J in Appendix A presents transfer velocity over eight years. Enrollment Management Information • The percentage of full-time equivalent students (FTES) who are in transferable and CTE courses has increased 6.6 percentage points since 2010. CTE and transferable courses made up 84.9 percent of the FTES in fall 2014, with 63.7 percent of FTES in transferable courses. This is up from 78.3 percent of all FTES in fall 2010, with 59.8 percent in transferable courses. Figure K in Appendix A presents the district-wide FTES by Course Type, fall 2010 through fall 2014. • College-wide WSCH/FTEF is lower than the state standard. College-wide WSCH/FTEF ranged between 414 and 445 during the fall 2010 to fall 2014 semesters (see Table 12 in Appendix A for detail). The state standard is 525. Due to facilities and class size maxima, 47 percent of courses enroll fewer than 35 students. • Courses are usually 90 percent or more full. Fill rates (the number of seats filled out of the total seats available) are above 90 percent in most cases, but have declined recently as more lower-enrolled classes are allowed to maintain student access. Student Services and Special Programs Student Support Services MiraCosta College offers a variety of programs and services to support its students. Some programs address the needs of the entire student population, while others target the needs of specific student groups. District-wide data from fall 2011 to fall 2014 show an increase of 12 percent in FTES. Increased student enrollment has impacted student support services with increases in student contacts and services provided over the past 5 years. Table 13 in Appendix A presents student participation in student services programs. There are several programs that have demonstrated marked increases in service utilization. The Academic Proctoring Center has seen a 124 percent increase in the number of exams proctored in online, hybrid, and on ground courses with a 111 percent increase in the number of assessments in the Testing office. Through educational planning services including academic and career, Counseling has seen a 15 percent increase in the number of students served. There has been a significant growth in the number of students applying for and receiving financial aid with a 66 percent increase in the number of students served. The number of students served in DSPS has increased by 18 percent with a growing diversity of disabilities. In meeting the needs of a growing and changing population, coordinated and integrated services are needed that remove barriers to student access and enhance student experience. Based on effective practices and research, providing one-stop services is an effective strategy. 19 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Special Programming Academic Success and Equity Programs. In an effort to meet the needs of a wide variety of students, MCCCD recruits prospective students to participate in a variety of Academic Success and Equity programs. These programs target at-risk populations including veterans, former foster youth, first generation students, and disproportionately impacted populations. Programs such as Resources and Assistance for Former Foster Youth (RAFFY), First Year Experience, Puente, and Umoja provide support designed to help students to be both academically and personally successful. Certain Academic Success and Equity programs have seen increases with Umoja growing by 97 percent and Puente by 269 percent over the past 3 years. When compared to college-wide data, both programs demonstrate higher levels of persistence for first-time to college students, students attempting a math and English in their first year, and students receiving degrees and certificates. Student Support. The Student Success and Support Program (SSSP), which has received increased funding from the State of California, addresses core services that the college provides in the areas of orientation, assessment for placement, counseling/advising, and follow-up for atrisk students. The Student Success and Support Program plan focuses on innovative measures to improve student transition and success including face-to-face orientations, drop-in advising and mobile counseling services, an online educational planning tool (MyEdPlan), and workshops for students at-risk. The plan calls for technology upgrades and improvements to help students achieve their academic goals. MCCCD uses data about student academic performance to make decisions about appropriate interventions designed to help students to succeed in basic skills courses and in other areas where academic performance is critical to successful completion of certificates and degrees. Student Equity Program. MCCCD has a Student Equity Plan, which is designed to address disproportionate impact in the areas of access, course completion, ESL and basic skills completion, degree and certificate completion, and transfer. The plan is updated every three years and includes initiatives to address areas of academic gap for target student populations. Initiatives which emphasize collaboration between Instruction and Student Services include: • The GEAR UP for College Summer Program • Pathways to 21st Century Careers • Samoan Cultural Festival • Extension of library hours during finals week • Increased 4-year college visits for Umoja, Puente, Former Foster Youth, and First Year Experience students • Student Equity Summit Additional programs and services for students include: Academic Proctoring Center Admissions and Records School Relations and Diversity Outreach Service Learning 20 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Articulation Associated Student Government Bookstore College Police Scholarships Student Accounts Student Help Desk Study Abroad Wellness Center Intercollegiate and Intramural Athletics. The MiraCosta College Athletic Plan, completed in 2015, and the Pacific Coast Athletic Conference Program Review of MiraCosta Athletics, also completed in 2015, provide insight into the future. Both include recommendations aimed at sustaining and improving the current intercollegiate and intramural athletic programs and improving the facilities that support the academic programs associated with athletics and the Kinesiology Department. In 2015, MCCCD student athletes participated in six intercollegiate activities (women’s soccer, men’s soccer, women’s basketball, men’s basketball, women’s volleyball, women’s sand volleyball). The intercollegiate program served 108 student athletes in 2015. In order to sustain and improve the current programs it will be necessary to bring the gymnasium and adjacent structures up to 21st century standards, add support staff, and assure that MCCCD students and members of visiting athletic teams have access to modern equipment and facilities. MCCCD continues to support a modest intercollegiate athletic program. The addition of Women’s Volleyball and Women’s Sand Volleyball in 2014/15 brought MCCCD into compliance with Title IX requirements for intercollegiate athletic competition, meeting test one (participation proportionate to undergraduate full time student enrollment). The balance between men’s and women’s opportunities for participation in intercollegiate competition must be considered when decisions are made about athletics. In 2007, 371 students participated in intramural activities. In 2014, 985 students participated in 69 intramural events and activities. Intramural athletic student participation has grown over the years and students are participating through clubs and organizations in activities that complement the classroom experience. Students have participated in hiking, kayaking, flag football, and soccer, among a myriad of intramural opportunities. 21 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Part III: Ten-Year Institutional Goals, Strategic Objectives & Five-Year Directions The Educational Plan Update Team reviewed the district and student demographic information and the student outcomes summarized in Part II to identify directions that MCCCD needs to take over the next five years to achieve the goals of the 2010-2020 Comprehensive Master Plan. During this review, the planning team considered its guiding principles for enrollment management planning and decision-making to identify five-year directions. These guiding principles include: • Demonstrating the College’s commitment to student success and access through outreach to the community, by delivering programs and services that address the needs of students and regional industries, and by providing targeted services to support student success and equity. • Ensuring that programs and services are flexible and responsive to student, community, and industry needs by maintaining community and industry partnerships; collaborating with K-12 and other educational institutions; collaborating with community organizations on noncredit pathways to college-level course work and employment; and creating transfer pathways to baccalaureate-granting institutions. • Managing resources and ensuring compliance with state and federal regulations, licensing, and accreditation requirements to ensure an appropriate balance in the curriculum and course offerings among transfer, occupational, degree/certificate, and developmental education programs; stewarding campus resources; and maintaining compliance with state and federal regulations, licensing, and accreditation. The planning team cross walked the strategic objectives identified in the MCCCD 2014-2017 Strategic Plan to the ten-year institutional goals established in the 2011 Comprehensive Master Plan. The team then identified the key directions that need to be pursued between 2015 and 2020 to meet the goals of the 2011 Comprehensive Master Plan. The cross-walk of the Ten Year Institutional Goals, Strategic Objectives and Five-Year Directions is presented in Table 14 on the following pages. 22 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Ten Year Institution Goals, Strategic Objectives and Five-Year Directions CMP: Ten-Year Institutional Goals I. MiraCosta Community College District will become a vanguard educational institution committed to innovation and researched best practices, broad access to higher education, and environmental sustainability. Strategic Plan 2014-17: Strategic Objectives Institutional Objective I.1: Foster an Inclusive Community of learning and practice. Five-Year Directions 2016-2020 1. Maintain comprehensive CTE, Transfer, and Basic Skills programs and related student support services at the Oceanside Campus. Institutional Objective I.2: Identify 2. Create a strategic identity for the San Elijo and implement best practices for Campus and build enrollment. a. Augment the transfer identity with promoting and increasing access to new programs college programs and services. b. Draw students to the San Elijo Institutional Objective I.3: Integrate Campus by establishing San Elijo as sustainability into the college the Nursing, Allied Health & Wellness, and Biotech campus. environment, culture, and experience, and extend outreach to the communities we serve. 3. Support growth of online instruction and support services. 4. Expand and enhance Adult Education (noncredit) services throughout the district. 5. Coordinate and integrate Instructional and Student Support in the areas of scheduling strategies; expand short term and accelerated scheduling as appropriate, connect student education plan assessment and planning to schedule development. 23 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 6. Strengthen and expand instructional programming. a. Nursing and Allied Health programs b. STEM c. Baccalaureate programs d. International Education Program. 7. Support Kinesiology and Athletics, including intercollegiate and intramural programs. 8. Enhance professional development to increase institutional capacity and performance. II. MiraCosta Community College District will become the institution where each student has a high probability of student success Institutional Objective II.1: Ensure 9. Expand and enhance SSSP core services and educational planning tools, processes student equity efforts for targeted and resources are contemporary and populations including Academic Success and optimize student success. Equity Programs. Institutional Objective II.2: Foster an intellectual environment where faculty have regular access to and opportunities to engage in practices of teaching excellence. Institutional Objective II.3: Utilize researched best practices and innovative strategies to develop and/or sustain communities of learning designed to produce equity in student outcomes. 10. Expand student access to learning communities. 11. Incorporate a focus on the learning environment (including student gathering spaces and flexible learning environments) in college planning. 12. Coordinate and integrate both learning support programs and services (including TASC, Math Center and Writing Center tutoring in the Hub at Oceanside, San Elijo, and CLC Campuses) and student support 24 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 programs and services by providing one-stop services. III. MiraCosta Community College District will institutionalize effective planning processes through the systematic use of data to make decisions. Institutional Objective III.1: Advance our culture of evidence by maximizing the access to and use of data. 13. Expand cohort programs to include themed pathways. 14. Employ student data analytics to improve outcomes at multiple levels. Provide student learning outcomes and student performance and progress data for use in program review. Institutional Objective III.2: Employ strategic collaboration throughout the institution to move from evidence to action. IV. MiraCosta Community College District will demonstrate high standards of stewardship and fiscal prudence. Institutional Objective IV.1: Maintain budget practices that result in sustainable, balanced budgets and sufficient reserves. 15. Use productivity benchmarks (FTES, and WSCH/FTEF) and targets to determine need for and plan new district facilities. Institutional Objective IV.2: Maintain a system of internal controls that results in unqualified audits. Institutional Objective IV.3: Invest in and preserve assets (land and physical plant, technology and equipment) that serve district needs. 25 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 V. MiraCosta Community College District will be a conscientious community partner Institutional Objective V.1: Collaborate and partner with employers and the business community to address global workforce needs and trends. 16. Create stronger pathways from high school to MiraCosta College. Institutional Objective V.2: Collaborate with community partners to create pathways for students that provide opportunities for learning and development outside of the classroom. 18. Expand and enhance partnerships with K-12 districts to support student preparation for college-level courses. Institutional Objective V.3: Increase the two-year high school capture rate in comparison to the fall 2010 rate. 17. Coordinate, integrate and expand concurrent/dual enrollment. 19. Expand and enhance business and industry services throughout the district service area. 20. Expand and enhance community services throughout the district service area. 26 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Five-Year Directions, 2016-2020 Ten-Year Institutional Goal I: MiraCosta Community College District will become a vanguard educational institution committed to innovation and researched best practices, broad access to higher education, and environmental sustainability. Five-Year Directions for Institutional Goal I: 1. Maintain comprehensive CTE, Transfer, and Basic Skills programs and related student support services at the Oceanside Campus. The Oceanside Campus, while growing more slowly than several other district campuses, is by far the largest, with 60 percent of the district’s total enrollment and 78 percent of the district’s in-person (not online) enrollments. Programs and services provided at the Oceanside Campus will reach the highest percentage of students. 2. Create a strategic identity for the San Elijo Campus and build enrollment. San Elijo Campus enrollments have dropped 18 percent since fall 2010, from 7,837 in fall 2010 to 6,397 in fall 2014. The focus of the academic offerings at the San Elijo campus has been preparation for transfer, but this is not drawing enough students. MCCCD needs to augment the transfer identity with new programs. Occupational projections indicate strong career opportunities for students in nursing and allied health programs. In addition, much of the region’s Biotechnology industry cluster is centered in Carlsbad, close to the San Elijo campus. Therefore, the planning team proposes to draw students to the San Elijo Campus from across the district by establishing San Elijo as the Nursing, Allied Health & Wellness, and Biotechnology campus. 3. Support growth of online instruction and support services. Enrollment in online programs demonstrated the greatest growth between 2010 and 2014, increasing 43 percent (from an enrollment of 6,376 students in fall 2010 to 9,127 students in fall 2014). Online programs accounted for 76 percent of the increase in enrollments district wide during that period. It is therefore critical that students enrolled in online programs receive the high quality academic and student services needed to support their academic success. 4. Expand and enhance Adult Education (noncredit) services throughout the district. In 2013/2014, there were over 6,000 student enrollments in noncredit/adult education courses throughout the MCCCD region. Overall, the courses available met less than 12.5 percent of the identified need for adult basic education, ESL, career technical education and programs for adults with disabilities. A year of collaborative planning by the Coastal North County Consortium of adult education providers resulted in the recommendation to expand the MCCCD adult education program by having MCCCD provide adult education services throughout the region, including in the San Dieguito area (where adult education had been provided by San Dieguito Union High School District). 27 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 The comprehensive adult education plan found significant gaps between the number of students needing adult education and the number of classrooms available for adult education classes. It also noted a need for more computer facilities for all adult education classrooms throughout the region, a need for a GED testing center in the Coastal North County region, and gaps in the availability of assessment testing, placement services and other student support services. 5. Coordinate and integrate Instructional and Student Support in the areas of scheduling strategies; expand short term and accelerated scheduling as appropriate, connect student education plan assessment and planning to schedule development. To be most effective, the enrollment management process needs stronger predictive data about the classes that students need to meet their educational goals, and when students plan to take each class. This predictive data could be available if data from student educational plans could be accessed as part of the enrollment management system. 6. Strengthen and expand instructional programming. The planning team identified four program areas to expand to address the ten-year institutional goals: 7. a. Nursing and Allied Health programs. There is strong occupational demand for trained Registered Nurses, Licensed Vocational Nurses, Medical Assistants and Nursing Assistants. b. Science, Technology, Engineering and Math (STEM) programs. Additional seats in courses in science, technology, engineering and math will be needed to meet the current and projected demand for more qualified workers in health-related occupations, in engineering and in other technical occupations. c. Baccalaureate programs. MCCCD is currently developing its first baccalaureate program in biomanufacturing. MCCCD is prepared to develop a baccalaureate in nursing, to meet the growing demand by hospitals that nurses have a BSN to meet the minimum qualifications for higher-paying jobs in the field. d. International Education Program. MCCCD has over 17 percent of the San Diego region’s employment in industries that drive economic growth by bringing outside capital into the region (called traded industry clusters). These industry clusters include biomedical devices and products, biotechnology and pharmaceuticals, and clean technology. The MCCCD region also has almost 60 percent of the jobs in action sports manufacturing. The industries in traded clusters do international business in a global economy, and need staff with a global perspective and understanding of other cultures. Support Kinesiology and Athletics, including intercollegiate and intramural programs. The MiraCosta Athletic Plan (2014) and the Pacific Coast Athletic Conference Program Review for MiraCosta Athletics (2015) include recommendations to provide better facilities for the Kinesiology, Health and Nutrition (KHAN) academic department. The 28 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 plans make specific reference to adding women’s cross country and men’s baseball to the intercollegiate program. 8. Enhance professional development to increase institutional capacity and performance. The college needs to support faculty and staff professional development efforts to gain new knowledge and skills that will enable them to provide high quality instruction to all students, throughout the curriculum. Ten-Year Institutional Goal II: MiraCosta Community College District will become the institution where each student has a high probability of student success. Five-Year Directions for Institutional Goal II: 9. Expand and enhance SSSP core services and student equity efforts for targeted populations including Academic Success and Equity Programs. The Student Success and Support Program will augment services in the areas of orientation, assessment for placement, counseling, advising and educational planning services, and follow-up for atrisk students. MCCCD’s 2014-2017 Student Equity Plan includes initiatives to address gaps in these services for target student populations. 10. Expand student access to learning communities. Students participate in learning communities by enrolling in paired sets of classes so that they get to know their fellow students and develop collaborative learning relationships with them. Participation in a learning community in the first year of college particularly can be effective for students both academically and socially (James, Bruch, & Jahangir, 2006; Tinto, 2008). MCCCD currently offers two learning communities, both of which focus on basic skills courses. 11. Incorporate a focus on the learning environment (including student gathering spaces and flexible learning environments) in college planning. Collaborative learning strategies (learning communities, project-based learning, study groups, small group tutoring, etc.) require that students can find the spaces they need on campus to work together in small groups. Student gathering areas with flexible spaces and furnishings are needed to facilitate this collaborative learning. 12. Coordinate and integrate both learning support programs and services and student support programs and services by providing one-stop services. Students need to be able to find and access the learning support programs and services that are available to help them succeed. MCCCD will coordinate tutoring services available through the Tutoring and Academic Support Center (TASC), the Math Center and the Writing Center. These services are currently provided in the Hub at the Oceanside, San Elijo, and CLC Campuses. 13. Expand cohort programs to include themed pathways. MCCCD has developed program roadmaps for eight themed pathways. These roadmaps provide a specific program of 29 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 study for each pathway, and a semester-by-semester list of specific general education classes and courses in the major. Enrolling a cohort of students into these themed pathways will be facilitated by template scheduling, which will schedule the required classes together each semester and guarantee that the required classes are available. The themed pathway structure would encourage students to take their required math and English courses in their first two semesters while exploring in their major. Students in the themed pathway cohort would have priority registration into the template-scheduled classes. Ten-Year Institutional Goal III: MiraCosta Community College District will institutionalize effective planning processes through the systematic use of data to make decisions. Five-Year Directions for Institutional Goal III: 14. Employ student data analytics to improve outcomes at multiple levels. MCCCD has developed the capacity to generate data on student learning outcomes, and student performance and student progress and to use that information in program planning and program review. Ten-Year Institutional Goal IV: MiraCosta Community College District will demonstrate high standards of stewardship and fiscal prudence. Five-Year Directions for Institutional Goal IV: 15. Use productivity benchmarks (FTES, and WSCH/FTEF) and targets to determine need for and plan new district facilities. MCCCD will use the benchmarks used by colleges throughout California to maximize the productivity of the district’s classrooms, laboratories and other facilities. Ten-Year Institutional Goal V: MiraCosta Community College District will be a conscientious community partner. Five-Year Directions for Institutional Goal V: 16. Create stronger pathways from high school to MiraCosta College. The number of students enrolling in MCCCD directly out of high school has decreased 19.8 percent since 2010. MCCCD needs to conduct more outreach to the high schools whose students enroll at MCCCD to ensure that students see the community college as a strong option for technical training and the first two years of their post-secondary education. 30 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 17. Coordinate, integrate and expand concurrent/dual enrollment. Encouraging students to take college classes while they are in high school will accelerate their academic progress and help convince them to enroll at MCCCD when they complete high school. 18. Expand and enhance partnerships with K-12 districts to support student preparation for college-level courses. Overall, only 57 percent of new students place into transferlevel English, 71 percent place into transfer-level reading and 23 percent place into transfer-level mathematics. Stronger partnerships with feeder school districts will focus on increasing these percentages, so that more students can make more rapid progress in their postsecondary education. 19. Expand and enhance business and industry services throughout the district service area. In March 2015 MCCCD opened the Technology Career Institute in a 22,699 square foot building owned by the City of Carlsbad. Supported by a $2.75 million grant from the U.S. Department of Labor, the Technology Career Institute trains workers in the skills needed to fill the growing demand for industrial technicians in North San Diego County. The Technology Career Institute provides training in industries such as hightech manufacturing, maritime technology and biotech manufacturing. The Institute expands the college’s machinist certificate program and created industry-recognized electronics engineering and robotics/automation certificate programs. The new facility also houses the San Diego North Small Business Development Center, through which MCCCD provides resources, workshops and leadership programs for growing and established small businesses. 20. Expand and enhance community services throughout the district service area. MCCCD will develop more engaging communication strategies to support outreach to the community, to ensure that prospective students and community members are aware of the programs and services provided by the district. 31 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 PART IV: Enrollment Projections Introduction to the Enrollment Projections The MCCCD Educational Master Plan Addendum 2016-2020 is a long-range, comprehensive document that will serve as the district’s blueprint for the next five years. The addendum is intended to guide institutional and program planning and development, providing guidance to instruction, student services, and business services on the district's directions over the next five years. The Educational Plan’s guiding principles will inform college and district decisions about growth, development, and resource-allocation and align with the mission and goals in the Comprehensive Master Plan. The Enrollment Management Plan identifies enrollment targets and future directions to achieve those targets while focusing on student success. The Enrollment Management Plan is tied to the budget allocation process and institutional program planning. Enrollment projections were created by comparing the growth/decline in sections, WSCH and FTES between fall 2011 and fall 2014. An annualized rate of change was then calculated out to the year 2020, based on the three-year rate of change for each program and assuming that (a) no major changes occur to the existing course offerings, and (b) enrollment growth continues. Minor adjustments were then made on established future directions: • MCCCD taking over all adult education in the district. Noncredit has an additional 5 percent increase beyond the difference between fall 2011 and fall 2014 due to expansion into new areas of the district. These programs will not be located on MCCCD campus sites. • Moving nursing, allied health, and biotechnology to the San Elijo campus. The Educational Master Plan Addendum 2016-2020 includes a proposal to expand the allied health (Nursing, Pharmacology, Surgical Technology) and Biotechnology programs and to move these programs to the San Elijo Campus. None of these programs currently offers courses at San Elijo, so the total in-person enrollment would move from the Oceanside Campus to San Elijo. Moving these programs to the San Elijo campus would increase its overall WSCH by 17 percent, assuming that the space and facilities needed to offer those classes are available at that site. Using the Enrollment Projections for Program Planning. The enrollment projections do not take elements such as facilities or budgetary restraints into consideration. The Enrollment Management Committee will assess the enrollment management plan annually to ensure that it reflects current projected demand and can be supported by projected revenue. The Committee will update initiatives, strategies and benchmarks annually based on current district challenges, institutional objectives and priorities, and projected funding levels. 32 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 These are projections, not commitments of enrollment growth. The projections are based on past performance from the time period of 2011 and 2014 and are informed by trends identified in analysis of the demographic and labor market data. Enrollment Change: Fall 2011 & Fall 2014 Enrollment Projections: Fall 2020 33 | P a g e EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 PART V: Implications for Facilities The five-year directions outlined in this Educational Master Plan Addendum create the need for new or remodeled facilities and instructional spaces. These needs have significant implications for the facilities plan: • Remodeling at San Elijo to accommodate nursing, allied health programs and biotechnology (Five-Year Direction 2) • Remodeling for any space vacated at the Oceanside campus (Five-Year Direction 1 and 2) • Facilities and technology needed to support growth in online programs and services (Five-Year Direction 3) • Facilities needed for adult education (Five-Year Direction 4) • More flexible learning environments and student gathering places (Five-Year Direction 11) 34 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 APPENDIX A: Information for Planning Table 1: Educational Attainment in the MCCCD Service Area, 2013 Percent of Population age 25+ Less than a high school diploma High school graduate (including equivalency) Some college Associate degree Bachelor degree Graduate/professional degree Percent high school or higher Percent bachelor's or higher Carlsbad Del Mar Encinitas Oceanside Rancho Santa Fe Solana Beach San Diego County 3.9 1.3 6.4 16.6 0.0 8.1 14.6 12.4 4.9 12.0 21.9 4.2 8.8 19.1 20.4 11.2 30.9 11.5 4.7 38.6 17.6 8.7 31.9 25.6 11.1 16.5 9.7 4.2 42.5 14.9 6.4 33.6 22.7 9.1 21.5 21.0 39.1 23.5 8.3 39.4 28.1 13.1 96.0 98.7 93.6 83.4 100 91.9 85.5 51.9 77.7 55.4 24.8 81.9 61.7 34.6 Table 2. Population Projections for the MCC District Area, by Age 18 to 19 20 to 24 25 to 29 30 to 34 35 to 39 40 to 44 45 to 49 50 to 54 55 to 59 60 to 61 62 to 64 65 to 69 70 to 74 75 to 79 80 to 84 85 and over 2012 2020 2035 2050 Numeric Change 2012 to 2020 12,950 27,438 24,749 24,690 24,049 27,605 27,928 28,798 25,665 9,014 12,704 15,929 10,244 7,935 6,717 8,044 10,341 29,233 27,096 26,557 29,506 27,753 26,430 26,197 27,922 11,251 15,936 22,833 17,573 10,891 6,981 8,762 11,276 28,995 24,036 23,958 27,481 31,967 30,012 28,919 23,928 8,624 13,213 21,781 21,875 19,412 14,576 14,803 9,578 27,231 24,870 27,103 28,702 28,017 26,228 26,285 26,908 9,690 15,132 24,234 19,118 15,882 13,716 22,356 -2,609 1,795 2,347 1,867 5,457 148 -1,498 -2,601 2,257 2,237 3,232 6,904 7,329 2,956 264 718 35 Percent Change 2012 to 2020 Numeric Change 2012 to 2050 Percent Change 2012 to 2050 -20% 7% 9% 8% 23% 1% -5% -9% 9% 25% 25% 43% 72% 37% 4% 9% -3,372 -207 121 2,413 4,653 412 -1,700 -2,513 1,243 676 2,428 8,305 8,874 7,947 6,999 14,312 -26% -1% 0% 10% 19% 1% -6% -9% 5% 7% 19% 52% 87% 100% 104% 178% EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Table 3: Credit Students by Ethnicity Fall 2010 American Indian/Alaska Native 0.4% Asian 7.7% Black/African American 3.8% Hispanic 27.0% Pacific Islander 0.6% Two or More Races 5.2% Unknown 2.7% White 52.6% Fall 2011 0.4% 7.6% 3.8% 28.7% 0.6% 5.9% 2.1% 50.9% Fall 2012 0.4% 7.3% 3.6% 30.8% 0.5% 6.5% 1.9% 48.9% Table 4: Student Population by Age 17andUnder 18to20 21to24 25to29 30to34 35to39 40to44 45to54 55to64 65andOver Fall 2010 4.7% 34.0% 23.8% 14.0% 6.6% 4.3% 3.6% 5.9% 2.7% 0.7% Fall 2011 4.0% 34.1% 25.0% 14.3% 6.9% 4.0% 3.3% 5.5% 2.5% 0.5% 36 Fall 2012 3.8% 33.7% 25.3% 15.0% 7.0% 4.1% 3.0% 5.1% 2.3% 0.6% Fall 2013 0.4% 7.3% 3.6% 32.3% 0.5% 6.7% 2.0% 47.2% Fall 2013 3.6% 33.2% 26.2% 15.3% 7.0% 3.9% 2.8% 4.9% 2.4% 0.6% Fall 2014 4.5% 33.8% 25.5% 15.5% 7.0% 3.8% 2.9% 4.4% 2.0% 0.6% Fall 2014 0.3% 7.4% 3.4% 33.8% 0.5% 7.0% 2.0% 45.6% EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Table 5: Student Population by Military Status Member of the National Guard Member of the Active Reserve Veteran Active Duty Grand Total Parent/Guardian/Spouse is a member of the National Guard Parent/Guardian/Spouse is a member of the Active Reserve Parent/Guardian/Spouse is a veteran Parent/Guardian/Spouse is currently on Active Duty Grand Total 2012-2013 12 58 1,011 141 1,222 2013-2014 20 69 1,162 184 1,435 2014-2015 27 55 980 149 1,211 2012-2013 8 2013-2014 11 2014-2015 17 19 28 30 370 126 618 196 689 176 523 853 912 Table 6: Student Fall Semester Headcount Enrollment, 2000-2014 Fall Semester Unduplicated Headcount 11,865 12,306 14,588 13,352 13,035 13,409 16,611 14,038 15,429 17,140 16,701 16,138 16,328 16,125 16,173 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 37 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Table 7: Enrollments per Campus Community Learning Center Oceanside San Elijo Online Other Locations Grand Total Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Difference between 2010 & 2014 % Change 65 228 359 362 204 139 214% 23,439 7,837 6,376 163 37,880 23,276 6,933 7,165 80 37,682 23,986 6,827 8,135 11 39,318 23,621 6,620 8,747 11 39,361 24,115 6,397 9,127 195 40,038 676 (1,440) 2,751 32 2,158 3% -18% 43% 20% 6% Table 8: Placement Rates in English, ESL, Reading and Math English Placement Level Course Transfer One Level Below Two Levels Below Two or More Levels Below English 100 English 50 or ESL 50 English 49 or ESL 49 Non-credit, English 49 or ACE/ESL 49 20102011 56% 32% 7% 4% 20112012 56% 33% 7% 4% 20122013 54% 34% 8% 5% 20132014 55% 33% 8% 4% 20142015 57% 32% 6% 4% ESL Placement Level Course One Level Below Two Levels Below Two or More Levels Below More than Two Levels Below ESL 50/ACE 50 ESL 49/ACE 49 Noncredit or ESL 49/ACE 49 201020112012201320142011 2012 2013 2014 2015 26% 29% 32% 33% 35% 44% 39% 39% 40% 39% Noncredit 21% 20% 20% 15% 19% 10% 13% 8% 12% 6% Reading Placement Level Course Transfer One Level Below Reading 100 Reading 30 20102011 73% 27% 20112012 72% 28% 20122013 69% 31% 20132014 71% 29% 20142015 72% 28% 20112012 3% 20122013 3% 20132014 3% 20142015 3% Math Placement Level Transfer Course Math 150 20102011 3% 38 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Transfer Transfer Transfer Transfer One Level Below One Level Below Two Levels Below Two Levels Below Three Levels Below Three or More Levels Below Math 135 or Math 150 Math 131 Math 103-130 except Math 106 Math 64/Math 103130 except Math 106 Math 64 Math 30 or 64 Math 30 Math 20 or 30 Math 20 Noncredit or Math 20 No Placement 1% 1% 1% 1% 1% 0% 13% 0% 11% 0% 10% 0% 11% 1% 11% 9% 9% 9% 9% 10% 8% 8% 18% 16% 9% 1% 8% 8% 17% 17% 11% 1% 8% 9% 17% 18% 10% 1% 8% 8% 17% 17% 11% 1% 7% 8% 17% 16% 10% 1% 14% 14% 14% 14% 16% Table 9: Course Retention and Completion Successful Course Completion (Passed course with a grade of “C” or better) Annual College Statewide 68% 68% 2010-2011 69% 69% 2011-2012 69% 70% 2012-2013 70% 70% 2013-2014 70% 69% 2014-2015 Course Retention (Finished course without receiving a “W” grade) Annual College 82% 2010-2011 82% 2011-2012 82% 2012-2013 83% 2013-2014 82% 2014-2015 Statewide 84% 85% 86% 86% 86% Table 10: Basic Skills Improvement Rates by Program English ESL Math 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 38.20% 38.30% 42.80% 40.00% 38.90% 29.60% 31.00% 31.50% 38.80% 30.70% 36.50% 36.60% 37.20% 39.20% 39.10% 39 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Table 11: Units Earned Without a Degree Number of Students % of Non-Degree Holders 807 2,799 2,381 1,813 1,152 869 501 252 88 63 8% 26% 22% 17% 11% 8% 5% 2% 1% 1% No Units 0.5-12 Units Passed 12.5-24 Units 24.5-36 36.5-48 48.5-60 Units 60.5-72 Units 72.5-84 Units 84.5-96 Units 96.5 or More Units Table 12: College-wide WSCH/FTEF WSCH, FTES AND WSCH/FTEF – DISTRICT-WIDE, CREDIT AND NONCREDIT Sections Academic Information Services Arts and International Languages Behavioral Science, History and Community Education Career and Technical Education Letters and Communications Math and Sciences Noncredit Student Services Total Fall 2011 WSCH FTES WSCH /FTEF Sections Fall 2014 WSCH FTES WSCH /FTEF 5 293.05 9.49 366 5 314.36 10.18 363 232 23,223.92 752.07 413 230 24,011.36 777.57 410 136 13,833.93 447.99 565 148 15,794.50 511.48 588 357 34,225.54 1,108.34 378 445 40,021.72 1,296.04 394 219 21,041.01 681.38 403 235 22,807.97 738.6 418 318 177 17 1,461 42,881.82 12,865.84 1,017.50 149,382.62 1,388.66 416.64 32.95 4,837.52 494 344 168 16 1,591 49,156.33 10,923.18 1,199.07 164,228.49 1,591.85 353.73 38.83 5,318.28 498 345 473 437 40 486 462 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Table 13: Student Participation in Student Services Programs Admissions & Records/Evaluations* Academic Proctoring Center Athletics - All Career Center Counseling Applications Graduation Evaluations Counseling Oceanside Counseling - San Elijo Disabled Students Programs and Services (DSPS) Extended Opportunity Program and Services (EOPS) CalWORKS CARE Financial Aid Health Services (RN, NP, MFT) International Students Library Services - All* Testing Military Benefits Recipient Military Student Group Puente Service Learning Umoja Writing Center *fall semester data only 20122013 20132014 20142015 31011 403 35529 428 29498 446 26451 454 25767 581 17 15 32 25 18 13 24 17 17 38 34 16 12 39 20 1,411 9,882 1,268 9,889 1,692 11,157 1,530 9,959 18 10 36 21 20 13 1,465 11,364 8,316 1,828 7,778 2,427 9,156 2,295 7,977 2,388 983 9,546 2,140 1,087 536 565 573 607 605 176 56 7,797 5806 208 165 41 9,320 6235 198 157 53 10,683 6449 224 164 45 11,325 5538 227 218 58 12,911 5461 262 7,999 924 Library Services - Chat Library Services - Reference Desk Library Services -EZ Proxy Transfer Center - All 20112012 2408 88 Athletics - Men's Basketball Athletics - Women's Basketball Athletics - Men's Soccer Athletics - Women's Soccer Athletics - Women's Volleyball Athletics - Women's Sand Volleyball Tutoring - All 20102011 Student participants Service Learning Courses Tutoring - Oceanside Tutoring - San Elijo Transfer Center - Oceanside Transfer Center - San Elijo 935 6,707 1,087 7,971 1,337 - 2912 105 947 3830 87 5399 108 123 615 7,741 - 9,007 1,489 1,296 26 11,019 1,356 1,554 45 14,178 1,208 1,345 96 1070 1223 855 1461 1196 2,304 1,891 1,815 1,728 1,344 1,904 533 1,644 1,616 400 1,673 1,584 342 1,911 1,450 374 2,234 1,117 283 2,151 1,377 318 1,440 281 1,675 305 1,966 339 1,451 819 1,439 41 2829 54 1,481 37 1,620 46 1,921 73 1,680 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Table 14: Enrollment Projections District-wide and by Campus 2020 The Enrollment Management Plan identifies enrollment targets and outlines strategies and benchmarks to achieve those targets while focusing on student success. The Enrollment Management Plan is tied to the budget allocation process and institutional program planning. Enrollment projections were created by comparing the growth/decline in sections, WSCH and FTES between fall 2011 and fall 2014. An annualized rate of change was then calculated out to the year 2020, based on the three-year rate of change for each program and assuming that (a) no major changes occur to the existing course offerings, and (b) enrollment growth continues. Minor adjustments were then made on established future directions: • MCCCD taking over all adult education in the district. Noncredit has an additional 5 percent increase beyond the difference between fall 2011 and fall 2014 due to expansion into new areas of the district. These programs will not be located on any of the MCCCD campus sites. • Moving Nursing, Allied Health, and Biotechnology to the San Elijo Campus. In fall 2014, Allied Health and Biotechnology generated 3,932.88 WSCH, approximately 2 percent of the total WSCH generated by the district, and 4 percent of the WSCH generated by the Oceanside campus. The Educational Master Plan Addendum 2016-2020 includes a proposal to expand the allied health (Nursing, Pharmacology, Surgical Technology) and Biotechnology programs and to move these programs to the San Elijo Campus. None of these program currently offers courses at San Elijo, so the total in-person enrollment would move from the Oceanside Campus to San Elijo. Moving these programs to the San Elijo campus would increase its overall WSCH by 17 percent, assuming that the space and facilities and facilities needed to offer those classes are available at that site. Using the Enrollment Projections for Program Planning. The enrollment projections do not take elements such as facilities or budgetary restraints into consideration. The Enrollment Management Committee will assess the enrollment management plan annually to ensure that it reflects current projected demand and can be supported by projected revenue. The committee will update initiatives, strategies and benchmarks annually based on current district challenges, institutional objectives and priorities, and projected funding levels. These are projections, not commitments of enrollment growth. The projections are based on past performance form the time period of 2011 and 2014 and are informed by trends identified in analysis of the demographic and labor market data. 42 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 43 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 44 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 45 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Figure A: Career Opportunities by Entry Level Education, San Diego County, 2012 – 2022 Fastest Growing (New Jobs from Industry Growth) Entry Level Education Health Specialties Teachers, Postsecondary (40.0% or 360 jobs) Biochemists and Biophysicists (26.1% or 480 jobs) Computer and Information Research Scientists (24.3% or 280 jobs) Physical Therapists (22.6% or 330 jobs) Biological Science Teachers, Postsecondary (22.5% or 180 jobs) Nursing Instructors and Teachers, Postsecondary (41.5% or 170 jobs) Urban and Regional Planners (38.2% or 210 jobs) Statisticians (35.7% or 150 jobs) Physician Assistants (34.7% or 250 jobs) Nurse Practitioners (30.9% or 250 jobs) Doctoral or Professional Degree Market Research Analysts and Marketing Specialists (49.1% or 3,120 jobs) Operations Research Analysts (45.3% or 390 jobs) Cost Estimators (43.3% or 1,200 jobs) Vocational Education Teachers, Postsecondary (43.0% or 650 jobs) Meeting, Convention, and Event Planers (40.2% or 470 jobs) Web Developers (34.9% or 680 jobs) Environmental Science and Protection Technicians, Including Health (34.7% or 170 jobs) Diagnostic Medical Sonographers (31.5% or 170 jobs) Paralegals and Legal Assistants (29.8% or 980 jobs) Veterinary Technologists and Technicians (28.1% or 340 jobs) Skincare Specialists (41.8% or 280 jobs) Telecommunications Equipment Installers and Repairers, Except Line Installers (35.9% or 700 jobs) Audio and Video Equipment Technicians (29.6% or 160 jobs) Heating, Air Conditioning, and Refrigeration Mechanics and Installers(27.1% or 390 jobs) Licensed Practical and Licensed Vocational Nurses (25.6% or 1,300 jobs) Computer User Support Specialists (34.1% or 2,090 jobs) Teacher Assistants (9.9% or 840) Computer, Automated Teller, and Office Machine Repairers (7.2% or 100) Bachelor’s Degree Brickmasons and Blockmasons (62.3% or 380 jobs) First-Line Supervisors of Construction Trades and Extraction Workers(40.3% or 1,960 jobs) Carpenters (39.0% or 2,350 jobs) Glaziers (38.3% or 310 jobs) Tire Repairers and Changers (37.6% or 320 jobs) Personal Care Aides (52.7% or 10,940 jobs) Tile and Marble Setters (46.8% or 360 jobs) Painters, Construction and Maintenance (46.3% or 2,500 jobs) Cement Masons and Concrete Finishers (42.9% or 540 jobs) Construction Laborers (42.8% or 4,040 jobs) Master’s Degree Largest Growing (New Jobs and Replacement Needs) Lawyers (2,760 jobs) Medical Scientists, Except Epidemiologists (1,740 jobs) Biochemists and Biophysicists (1,000 jobs) Pharmacists (880 jobs) Physical Therapists (700 jobs) Educational, Guidance, School, and Vocational Counselors (1,060 jobs) Education Administrators, Postsecondary (680 jobs) Healthcare Social Workers (460 jobs) Urban and Regional Planners (460 jobs) Education Administrators, Elementary and Secondary School (440 jobs) General and Operations Managers (8,960 jobs) Accountants and Auditors (6,200 jobs) Management Analysts (4,510 jobs) Market Research Analysts and Marketing Specialists (3,990 jobs) Software Developers, Applications (3,420 jobs) Associate’s Degree Registered Nurses (6,750 jobs) Preschool Teachers, Except Special Education (1,950 jobs) Paralegals and Legal Assistants (1,520 jobs) Web Developers (990 jobs) Electrical and Electronics Engineering Technicians (960 jobs) Postsecondary Non-degree Award Nursing Assistants (3,430 jobs) Medical Assistants (2,660 jobs) Licensed Practical and Licensed Vocational Nurses (2,540 jobs) Heavy and Tractor-Trailer Truck Drivers (2,140 jobs) Hairdressers, Hairstylists, and Cosmetologists (2,020 jobs) Some College, No Degree Computer User Support Specialists (3,050 jobs) Teacher Assistants (2,770) Computer, Automated Teller, and Office Machine Repairers (390) High School Diploma or Equivalent Less than High School 46 Office Clerks, General (10,350 jobs) Customer Service Representatives (9,040 jobs) Secretaries and Administrative Assistants, Except Legal, Medical, and Executive (6,730 jobs) First-Line Supervisors of Office and Administrative Support Workers (5,630 jobs) First-Line Supervisors of Retail Sales Workers (4,840 jobs) Retail Salespersons (21,150 jobs) Waiters and Waitresses (19,020 jobs) Cashiers (17,760 jobs) Combined Food Preparation and Serving Workers, Including Fast Food (16,200 jobs) Personal Care Aides (12,420 jobs) EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Figure B: Ethnic Distribution by Population Group Ethnic Distribution by Population Group 2% 3% African-American/Black 0.4% 0.3% American Indian/Alaska Native 9% 7% Asian/Pacific Islander 19% Hispanic 33% 2% Two or More Races/Other/Unknown 9% 67% White 47% 0% District Residents 10% 20% 30% 40% 50% 60% Credit Students Living Within the District 47 70% 80% EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Figure C: Student Ethnicity by Campus Ethnicities by Campus 100% 90% 2% 4% 80% 12% 19% 3% 3% 38% 31% 42% 37% 17% 3% 4% 25% 70% 60% 15% 15% 18% 34% 50% 40% 30% 20% 58% 42% 47% 48% 46% Online (n=5,806) Other (n=189) Districtwide (n=14,746) 39% 10% 0% Oceanside (n=10,527) San Elijo (n=3316) White Community Learning Center (n=201) Hispanic African-American All Other Figure D: Cross Enrollments between Palomar and MiraCosta Cross Enrollments Between Palomar and MiraCosta 8,000 7,000 6,000 6,673 5,927 6,851 6,620 6,842 6,825 5,197 4,957 4,953 5,117 2011-2012 2012-2013 2013-2014 2014-2015 5,000 4,000 3,000 2,000 1,000 2010-2011 Lives in MCC District but Attends Palomar 48 Lives in Palomar but Attends MiraCosta EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Figure E: One Year High School Capture Rate, Classes of 2010-2014 49 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Figure F: Student Persistence from Fall Term to the Subsequent Spring Term Persistence from Fall Term to Subsequent Spring 100.00% 90.00% 80.00% 71.17% 69.61% FALL 2010 FALL 2011 70.00% 73.28% 72.73% 74.14% FALL 2012 FALL 2013 FALL 2014 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Figure G: Student Persistence from Fall Term to the Subsequent Fall Term Persistence from Fall Term to Subsequent Fall 100.00% 90.00% 80.00% 70.00% 60.00% 52.57% 53.20% FALL 2010 FALL 2011 55.63% 55.25% 57.21% FALL 2012 FALL 2013 FALL 2014 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 50 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Figure H: Number of Degrees Awarded Annually, 2009/2010 to 2013/2014 51 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Figure I: Number of Certificates Awarded Annually, 2009/2010 to 2013/2014 Certificate Recipients and Certificates Awarded 1,600 1,430 1,367 1,400 1,226 1,133 1,200 1,000 912 733 800 600 400 1,086 999 516 390 200 2009-2010 2010-2011 2011-2012 Total Certificate-Earning Students 52 2012-2013 Total Certificates Earned 2013-2014 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Figure J: Transfer Velocity Transfer Velocity 100% 90% 80% 70% 60% 50% 40% 40% 46% 52% 54% Year 7 Year 8 32% 30% 15% 20% 10% 0% 1% Year 1 6% Year 2 Year 3 Year 4 Year 5 2007-2008 Cohort (n=1,237) 53 Year 6 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Figure K: District-wide FTES by Course Type FTES by Course Type 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Transferable 59.8% 61.8% 63.5% 62.9% 63.7% CTE & Transferable 18.5% 20.1% 20.9% 21.3% 21.2% CTE 4.7% 2.5% 1.1% 1.0% 0.9% Degree Applicable Only 0.1% 0.0% 0.0% 0.0% 0.0% Degree Applicable Basic Skills 2.5% 2.6% 4.3% 2.9% 4.4% Basic Skills 6.0% 5.8% 4.3% 5.9% 4.5% Noncredit 8.4% 7.2% 6.0% 6.0% 5.3% 54 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 APPENDIX B: Employment & Economic Activity in the Region Traded Clusters of Employment and Regional Activity Centers Traded Clusters: Major drivers of the regional economy. The drivers of the regional economy are those industries that bring outside capital into the area. This external capital creates local economic activity as firms use incoming money to buy goods and services from other regional businesses, and their employees spend their paychecks at local shops and restaurants. Before the 1990s, manufacturing was the primary driver of the regional economy by bringing outside capital into the area. In the 1990s, major cuts in defense spending forced a restructuring of San Diego’s regional economy, making it more export-driven. Today, “employment clusters” – groups of interrelated businesses – are better than the traditional industrial sectors (those described by the NAICS coding system) in describing the emerging sources of new capital in the economy. Thirteen employment clusters export goods and services and therefore drive the creation of wealth in the region. Table B.1 below provides the 2010 employment and the average annual wage in each cluster (note that these clusters do not include military employment). 55 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Table B.1 Traded Industry Cluster Employment and Wages, 2010 2010 Employment 4,177 2010 Wages Advanced Precision Mfg. 4,416 $51,800 Aerospace, Navigation, and Maritime Tech. 32,099 $79,300 Apparel Mfg. 2,870 $30,400 Biomedical Devices and Products 12,012 $99,500 Biotechnology and Pharmaceuticals 22,636 $107,000 Cleantech 7,986 $87,400 149,352 $21,800 Fruits and Vegetables 4,241 $26,900 Horticulture 6,013 $29,100 Info. and Communications Tech. 72,043 $94,400 Publishing and Marketing 11,848 $56,600 Specialty Foods and Microbreweries 1,717 $43,500 TRADED INDUSTRY CLUSTER TOTAL 331,410 $56,000 1,233,300 $50,700 Action Sports Mfg. Entertainment and Hospitality REGIONAL TOTAL $65,300 Source: San Diego Association of Governments, 2012 The Metropolitan Statistical Area (MSA) that most closely aligns with the district service area (North County West) also accounts for a sizable portion of the employment in industries that bring outside capital into the region (the traded industry clusters). The MCCCD service area has over 17 percent of the jobs in clusters in biomedical devices and products, in biotechnology and pharmaceuticals, and in clean technology (the largest concentration of jobs in these industry clusters are found in the North City MSA, which includes Del Mar and much of northern San Diego). The North County West MSA also has almost 60 percent of the jobs in action sports manufacturing. 56 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Table B.2 below presents the percentage of traded industry cluster jobs located within each of the major Metropolitan Statistical Areas of San Diego County. 57 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Economic Activity Centers in the MCCCD Service Area In 2006 the San Diego Association of Governments (SANDAG) compiled an inventory of what it calls "activity centers" – attractions such as shopping centers, tourist attractions and business parks that create economic activity as they attract thousands of people on a daily basis, and identified the areas of the region in which those activity centers are located. SANDAG provides economic data, estimates and projections broken out by Major Statistical Areas (MSAs). These MSAs are aggregations of Census tracts that divide the San Diego region into seven parts: Central, North City, South Suburban, East Suburban, North County West, North County East, and East County. The North County West MSA best describes the area served by MCCCD: the suburban portion of San Diego County north of the City of San Diego and Del Mar, up to the San Diego County line. Please note that all data is from 2006; SANDAG has not published an update to this report since 2007. There are eight categories of activity centers on the San Diego region: • Major employers. The North County West MSA has about 11 percent of the total number of major employers (those with more than 500 people at a single site), and 9 percent of the total employment at major employers. Between 1996 and 2006 the number of employees at major employers rose by 41.3 percent to a 2006 total of 11,492 employees at 10 firms. The regionwide growth rate was 49.3 percent. • Office buildings. In 2006, the North County West MSA accounted for just over 7.7 percent of the existing buildings with over 25,000 square feet of space countywide. About 12.5 percent of the 9.5 million square feet of large office buildings either under construction or proposed throughout the county in 2006 were to be located in the North County West MSA. • Industrial sites. In 2006, there was about 88 million square feet of industrial space (research and development parks, industrial parks, and individual industrial sites with over 100,000 square feet of space) in San Diego County. The North County West MSA had about 12.5 million square feet of industrial space, 14.3 percent of the total. About 379,89 of the 1,426,107 square feet of industrial space then under construction was in the North County West MSA. Over 68 percent of the 7.3 million square feet of new industrial space (5.5 million square feet) that had been proposed was in the North County West MSA. • Hospitals. In 2006 North County West MSA had 1.4 hospital bed per 1,000 population; region-wide the ratio of beds to population was 2.3 in 2006, down from 3.2 in 1996. • Retail centers. In 2006 the North County West MSA had 10.1 million square feet of retail center space (n retail centers with 75,000 square feet or more), which is 18 percent of the region's total or 56.2 million square feet, and up 38 percent since 1996. 58 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 • Visitor attractions (including hotels). Legoland is the only major visitor attraction in the North County West MSA. The North County West MSA has 803 rooms in large hotels (those with 200 or more rooms), which is about 3.4 percent of the over 23,500 rooms in large hotels in the San Diego Region. None of the almost 5,300 new hotel rooms under construction and proposed in 2006 were located in the North County West MSA. • Colleges and universities. MCCCD is the only public postsecondary institution in the North County West area; SANDAG reported that 895 students attended a private university in the North County West area in 2006. • Government facilities (including schools). There are over 221 local, state and federal government centers in the San Diego region, employing over 206,700 people in 2006. Each MSA has at least local government facilities; no breakdowns by sub-regional area are reported. Source: San Diego Association of Governments, Activity Centers in the San Diego Region, August 2007. 59 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 APPENDIX C: High School Capture Rate and Educational Requirements for Careers Appendix C.1: High School Capture Rate Data 2-Year Rate Class of 2002 Class of 2003 Class of 2004 Class of 2005 Class of 2006 Class of 2007 Class of 2008 Class of 2009 Class of 2010 Class of 2011 Class of 2012 Class of 2013 All Public Districts in MiraCosta College Service Area MCC Credit Students 1,065 1,074 1,077 1,214 1,206 1,226 996 1,464 1,502 1,351 1,397 1,415 HS Graduates 3,071 3,172 3,211 3,352 3,458 3,549 3,796 3,931 4,078 3,914 4,016 3,925 Capture Rate 35% 34% 34% 36% 35% 35% 26% 37% 37% 35% 35% 36% Carlsbad Unified School District MCC Credit Students 181 198 212 254 285 261 210 292 326 258 276 261 HS Graduates 602 580 623 652 753 693 759 716 745 700 703 689 Capture Rate 30% 34% 34% 39% 38% 38% 28% 41% 44% 37% 39% 38% MCC Credit Students 174 193 200 242 269 242 196 270 301 246 586 560 570 577 660 613 680 646 664 237 636 257 HS Graduates Capture Rate 30% 34% 35% 42% 41% 39% 29% 42% 45% 37% 642 40% 650 38% MCC Credit Students 7 5 12 12 16 19 14 22 25 19 15 HS Graduates 16 20 53 75 93 80 79 70 81 21 64 Capture Rate 44% 25% 23% 16% 17% 24% 18% 31% 31% 33% 61 31% 39 38% - - - - - - - - - - - Carlsbad High School Carlsbad Village Academy Sage Creek High School MCC Credit Students 60 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Class of 2002 Class of 2003 Class of 2004 Class of 2005 Class of 2006 Class of 2007 Class of 2008 Class of 2009 Class of 2010 Class of 2011 Class of 2012 Class of 2013 HS Graduates - - - - - - - - - - - Capture Rate Oceanside Unified School District MCC Credit Students - - - - - - - - - - - 365 374 339 371 345 360 304 443 473 460 544 529 HS Graduates 936 982 913 971 974 982 1,020 1,198 1,312 1,200 1,293 1,229 Capture Rate 39% 38% 37% 38% 35% 37% 30% 37% 36% 38% 42% 43% MCC Credit Students 211 195 210 223 207 204 156 244 272 300 313 HS Graduates 546 540 557 551 550 542 602 653 738 268 671 Capture Rate 39% 36% 38% 40% 38% 38% 26% 37% 37% 40% 709 42% 681 46% MCC Credit Students 15 18 14 17 24 17 13 26 13 31 47 37 38 63 67 48 47 66 58 27 58 27 HS Graduates Capture Rate 32% 49% 37% 27% 36% 35% 28% 39% 22% 47% 71 38% 71 44% MCC Credit Students 139 161 115 131 114 139 135 173 188 217 185 HS Graduates 343 405 318 357 357 392 371 479 516 165 471 Capture Rate San Dieguito Unified School District MCC Credit Students 41% 40% 36% 37% 32% 35% 36% 36% 36% 35% 513 42% 477 39% 519 502 526 589 576 605 482 729 703 633 577 625 HS Graduates 1,533 1,610 1,675 1,729 1,731 1,874 2,017 2,017 2,021 2,014 2,020 2,007 Capture Rate 34% 31% 31% 34% 33% 32% 24% 36% 35% 31% 29% 31% 1 66 143 136 125 107 109 El Camino Ocean Shores Oceanside Canyon Crest Academy MCC Credit Students 61 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Class of 2002 Class of 2003 Class of 2004 Class of 2005 Class of 2006 Class of 2007 Class of 2008 Class of 2009 Class of 2010 Class of 2011 Class of 2012 Class of 2013 HS Graduates 1 401 427 441 405 Capture Rate 100% 16% 33% 31% 31% 428 25% 452 24% 132 161 544 24% 510 32% 122 142 379 37% La Costa Canyon MCC Credit Students 157 165 154 176 182 199 134 166 156 HS Graduates 570 587 571 519 582 596 564 528 505 155 576 Capture Rate 28% 28% 27% 34% 31% 33% 24% 31% 31% 27% MCC Credit Students 121 111 125 142 115 141 110 152 164 HS Graduates 305 306 306 388 312 349 354 348 383 112 332 Capture Rate 40% 36% 41% 37% 37% 40% 31% 44% 43% 34% 346 35% Class of 2002 Class of 2003 Class of 2004 Class of 2005 Class of 2006 Class of 2007 Class of 2008 Class of 2009 Class of 2010 Class of 2011 Class of 2012 Class of 2013 Sunset and North Coast Alternative Schools MCC Credit Students 32 38 28 45 30 23 26 50 55 37 54 HS Graduates 53 42 49 50 53 46 78 67 82 34 54 Capture Rate 60% 90% 57% 90% 57% 50% 33% 75% 67% 63% 77 48% 74 73% MCC Credit Students 209 188 219 226 249 241 146 218 192 159 605 675 749 772 784 882 620 647 610 207 647 179 HS Graduates Capture Rate 35% 28% 29% 29% 32% 27% 24% 34% 31% 32% 625 29% 592 27% San Dieguito Academy Torrey Pines 62 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Appendix C.2: Gaps in Careers Requiring an Associate’s Degree SOC Occupational Title Av An Jobs 2014 Q1 Median Hourly 2014 Q1 Median Annual 291141 Registered Nurses 675 $40.45 $84,134 252011 195 $15.61 $32,466 232011 Preschool Teachers, Except Special Education Paralegals and Legal Assistants 152 $25.15 $52,316 151134 Web Developers 99 $29.83 $62,038 173023 Electrical and Electronics Engineering Technicians Dental Hygienists 96 $28.77 $59,843 80 $44.82 $93,230 Life, Physical, and Social Science Technicians, All Other Life, Physical, and Social Science Technicians, All Other Computer Network Support Specialists Engineering Technicians, Except Drafters, All Other Engineering Technicians, Except Drafters, All Other Engineering Technicians, Except Drafters, All Other Medical and Clinical Laboratory Technicians Totals 65 $22.66 $47,146 $22.66 $47,146 57 $34.85 $72,489 55 $32.81 $68,250 $32.81 $68,250 $32.81 $68,250 $20.52 $42,684 292021 194099 194099 151152 173029 173029 173029 292012 53 Entry Ed Level Associate's degree Associate's degree Associate's degree Associate's degree Associate's degree Associate's degree Associate's degree Associate's degree Associate's degree Associate's degree Associate's degree Associate's degree Associate's degree 1,527 63 Work Experience OJT TOP Code Nbr Degree Programs None None 123010 9 Av An Degree Grads 2009-2014 304 None None 130580 4 2 193 None None 140200 5 51 101 None None 061430 3 9 90 None None None None 124020 None None 093473 None None 192000 6 None None 070600 3 None None 093480 55 None None 095420 0 None None 094610 0 None None 120500 Gap 371 96 1 29 51 65 2 0 5 52 14 39 416 1,111 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 On-The-Job (OJT) Training Definitions I/R Internship/Residency LT Apprenticeship, at least 144 hours of occupational-specific instruction & 2,000 hours of on-the-job training per year over 3-5 years Long-term, 12 months or that and classroom instruction MT Moderate-term, 1 to 12 months and informal training APP ST Short-term, one month or less 64 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 SOC Appendix C.3: Gaps in Careers Requiring a Postsecondary Certificate Occupational Title Av An Jobs 2014 Q1 Median Hourly 2014 Q1 Median Annual Entry Ed Levels Work Experience OJT TOP Code Nbr Degree Programs Nbr Cert Programs 311014 Nursing Assistants 343 $13.40 $27,882 Postsecond Cert. None None 123030 319092 Medical Assistants 266 $16.63 $34,573 None None 120820 3 5 319092 Medical Assistants $16.63 $34,573 None None 120810 1 319092 Medical Assistants $16.63 $34,573 None None 051420 319092 Medical Assistants $16.63 $34,573 Postsecond Cert. Postsecond Cert. Postsecond Cert. Postsecond Cert. None None 120800 292061 533032 395012 319091 492022 395092 499021 1 Av An Cert Grads 20092014 Total Av An Grads 20092014 Gap 89 89 10 35 45 3 3 9 13 2 2 2 3 5 1 1 7 19 27 176 34 Subtotal Gap 44 0 214 2 2 10 254 Licensed Practical and Licensed Vocational Nurses Heavy and TractorTrailer Truck Drivers Hairdressers, Hairstylists, and Cosmetologists Dental Assistants 254 $23.44 $48,755 Postsecond Cert. None None 214 $19.56 $40,690 None ST OJT 202 $12.47 $25,957 Postsecond Cert. Postsecond Cert. None None 300700 1 2 6 60 66 136 135 $17.77 $36,961 None None 124010 1 1 14 44 57 78 Telecommunications Equipment Installers and Repairers, Except Line Installers Manicurists and Pedicurists Heating, Air Conditioning, and Refrigeration 97 $30.91 $64,304 Postsecond Cert. Postsecond Cert. None MT OJT 093430 3 3 4 5 9 88 82 $9.16 $19,045 None None 300700 1 2 6 60 66 16 75 $24.53 $51,012 Postsecond Cert. Postsecond Cert. None LT OJT 094600 3 7 9 41 50 25 65 123020 Av An Degree Grads 2009-2014 210 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 332011 Mechanics and Installers Firefighters 73 $28.77 $59,824 Postsecond Cert. Postsecond Cert. None LT OJT <5 years None 213300 4 4 107 137 244 -171 0 70 511011 First-Line Supervisors of Production and Operating Workers 70 $29.17 $60,672 292071 Medical Records and Health Information Technicians Medical Records and Health Information Technicians 62 $17.46 $36,331 Postsecond Cert. None None 122310 0 2 1 $17.46 $36,331 Postsecond Cert. None None 122300 1 0 24 24 292071 493011 $27.77 $57,750 Postsecond Cert. None None 095000 4 4 8 16 $27.77 $57,750 Postsecond Cert. None None 095010 1 2 2 13 14 $27.77 $57,750 Postsecond Cert. None None 095020 1 2 2 14 16 15 Subtotal Gap 20 35 30 30 23 18 19 32 870 1,222 60 254031 Library Technicians 55 $19.45 $40,458 292041 Emergency Medical Technicians and Paramedics Massage Therapists 53 $11.45 $23,816 51 $9.54 $19,851 493011 319011 Totals 10 Subtotal Gap 24 Aircraft Mechanics and Service Technicians Aircraft Mechanics and Service Technicians Aircraft Mechanics and Service Technicians 493011 9 Postsecond Cert. Postsecond Cert. None None 160200 None None 125000 Postsecond Cert. None None 126200 5 0 2,092  In occupations where worker do not work full-time all year-round, it is not possible to calculate an hourly wage. 66 4 1 29 6 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 On-The-Job (OJT) Training Definitions I/R LT Apprenticeship, at least 144 hours of occupational-specific instruction & 2,000 hours of on-the-job training per year over 3-5 years Long-term, 12 months or that and classroom instruction MT Moderate-term, 1 to 12 months and informal training APP ST SOC Internship/Residency Short-term, one month or less Appendix C.4: Gaps in Careers Requiring Some College Occupational Title Computer User Support Specialists 259041 Teacher Assistants Total Av An Jobs 2014 Q1 Median Hourly 2014 Q1 Median Annual Entry Ed Level 305 $23.49 $48,866 Some College None MT OJT 070820 1 1 277  $29,117 Some College None None 080200 0 1 151151 Work Experience OJT 582 TOP Code Nbr Degree Programs Nbr Cert Programs Av An Degree Grads 20092014 Av An Cert Grads 20092014 Total Av An Grads 20092014 Gap 4 7 11 294 1 1 276 4  In occupations where worker do not work full-time all year-round, it is not possible to calculate an hourly wage. 67 8 570 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 Appendix C.5: Gaps in Careers Requiring a High School Diploma SOC 439061 434051 436014 413099 431011 411011 411011 411011 131199 351012 Occupational Title Office Clerks, General Customer Service Representatives Secretaries and Administrative Assistants, Except Legal, Medical, and Executive Sales Representatives, Services, All Other First-Line Supervisors of Office and Administrative Support Workers First-Line Supervisors of Retail Sales Workers First-Line Supervisors of Retail Sales Workers First-Line Supervisors of Retail Sales Workers Business Operations Specialists, All Other First-Line Supervisors of Food Preparation and Serving Workers Av An Jobs 2014 Q1 Median Hourly 2014 Q1 Median Annual 1,035 $14.12 $29,344 904 $17.82 $37,070 673 $18.22 $37,901 597 $26.69 563 484 Entry Ed Levels High School High School Nbr Cert Programs Av An Cert Grads 20092014 Total Av An Grads 20092014 Gap Work Experience OJT None ST OJT 0 1,035 None ST OJT 0 904 High School None ST OJT 051400 18 21 33 57 90 583 $55,523 High School None ST OJT 050650 3 3 1 3 4 593 $25.24 $52,512 High School <5 years None 051440 2 2 1 2 3 560 $20.13 $41,856 High School <5 years None 010920 2 2 1 2 3 481 $20.13 $41,856 High School <5 years None 070910 3 4 0 1 1 -1 $20.13 $41,856 High School <5 years None 050650 3 3 1 3 4 -4 481 $34.29 $71,314 High School None None 0 481 479 $13.55 $28,184 High School <5 years None 0 479 68 TOP Code Nbr Degree Programs Av An Degree Grads 20092014 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 433031 339032 Bookkeeping, Accounting, and Auditing Clerks Security Guards 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 119199 Managers, All Other 414012 Sales Representatives, Wholesale and Manufacturing, Except Technical 441 $19.45 $40,452 High School None MT OJT 050200 8 7 128 186 314 127 438 $11.62 $24,174 High School None ST OJT 210530 1 1 7 4 11 427 423 $57.49 $119,575 <5 years None 200100 10 0 245 4 249 $57.49 $119,575 <5 years None 200300 1 0 7 $57.49 $119,575 <5 years None 050500 13 4 410 223 632 $57.49 $119,575 <5 years None 050640 3 3 15 21 37 $57.49 $119,575 <5 years None 220100 5 1 630 630 $57.49 $119,575 <5 years None 220200 7 0 23 23 $57.49 $119,575 <5 years None 220400 4 0 23 $57.49 $119,575 <5 years None 220500 12 0 57 57 $57.49 $119,575 <5 years None 220600 8 0 6 6 $57.49 $119,575 <5 years None 220610 1 1 7 $57.49 $119,575 <5 years None 220700 10 0 41 41 $57.49 $119,575 <5 years None 220800 10 0 95 95 420 $24.94 $51,884 High School High School High School High School High School High School High School High School High School High School High School High School High School None 69 MT OJT 7 3 18 26 24 Subtotal Gap -1,405 0 420 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 499071 434171 and Scientific Products Maintenance and Repair Workers, General Receptionists and Information Clerks 399011 Childcare Workers 399011 Childcare Workers 399011 Childcare Workers 399011 Childcare Workers 472031 Carpenters 471011 First-Line Supervisors of Construction Trades and Extraction Workers First-Line Supervisors of Construction Trades and Extraction Workers First-Line Supervisors of Construction Trades and Extraction Workers 471011 471011 419 $18.19 $37,832 High School None LT OJT 0 419 347 $13.55 $28,180 High School None ST OJT 0 347 322 $11.22 $23,317 None ST OJT 130540 4 4 14 12 26 $11.22 $23,317 None ST OJT 130550 1 1 1 1 2 $11.22 $23,317 None ST OJT 130500 9 13 134 241 375 $11.22 $23,317 None ST OJT 130590 1 1 3 20 24 High School High School High School High School Subtotal Gap -105 0 310 310 $21.89 $45,527 High School None APP 248 $36.61 $76,148 High School ≥5 years None 095700 2 2 6 7 13 $36.61 $76,148 High School ≥5 years None 095220 4 4 6 129 135 $36.61 $76,148 High School ≥5 years None 095230 4 4 1 28 29 70 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 471011 435071 First-Line Supervisors of Construction Trades and Extraction Workers 472111 Shipping, Receiving, and Traffic Clerks Electricians 436013 Medical Secretaries 493023 Automotive Service Technicians and Mechanics Tellers 433071 434081 Hotel, Motel, and Resort Desk Clerks 119051 Food Service Managers Food Service Managers Food Service Managers Food Service Managers 119051 119051 119051 433021 119141 Billing and Posting Clerks Property, Real Estate, and Community $36.61 $76,148 243 $14.95 $31,086 233 $27.81 $57,842 229 $17.80 $37,020 227 $20.91 $43,480 224 $13.24 $27,542 208 $12.13 $25,233 192 $24.97 $51,929 $24.97 $51,929 $24.97 $51,929 $24.97 $51,929 High School High School High School High School High School High School High School High School High School High School High School ≥5 years None 095720 2 3 11 28 39 Subtotal Gap 33 None ST OJT 0 243 None APP 0 233 None MT OJT 051420 2 2 2 3 5 224 None LT OJT 094800 6 15 29 146 175 52 None ST OJT 0 224 None ST OJT 0 208 <5 years None 130710 3 4 5 12 17 <5 years None 130720 3 6 5 9 14 <5 years None 130700 3 4 8 18 25 <5 years None 130620 0 1 6 6 191 $17.41 $36,210 High School None ST OJT 189 $27.51 $57,208 High School <5 years None 71 051100 7 9 17 41 Subtotal Gap 130 0 191 58 131 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 533033 436011 472152 491011 435061 514041 433011 333021 333051 512092 519061 371011 Association Managers Light Truck or Delivery Services Drivers Executive Secretaries and Executive Administrative Assistants Plumbers, Pipefitters, and Steamfitters First-Line Supervisors of Mechanics, Installers, and Repairers Production, Planning, and Expediting Clerks Machinists Bill and Account Collectors Detectives and Criminal Investigators Police and Sheriff's Patrol Officers Team Assemblers Inspectors, Testers, Sorters, Samplers, and Weighers First-Line Supervisors of 181 $14.44 $30,040 High School None ST OJT 178 $26.89 $55,935 High School <5 years None 178 $26.26 $54,624 High School None APP 162 $34.38 $71,521 High School <5 years None 148 $24.28 $50,507 High School None MT OJT 146 $19.79 $41,166 None LT OJT 145 $17.75 $36,929 None MT OJT 136 $48.35 $100,564 <5 years MT OJT 210500 9 5 152 136 $37.05 $77,075 None MT OJT 210500 9 5 152 132 $11.69 $24,303 None 132 $19.67 $40,902 High School 129 $23.81 $49,526 High School High School High School High School High School High School 0 181 90 88 0 178 48 114 0 148 27 119 0 145 63 215 -79 63 215 -79 MT OJT 0 132 None MT OJT 0 132 <5 years None 0 129 72 051400 093440 095630 18 5 2 21 6 3 33 10 6 57 38 21 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 131031 413021 439041 339092 211093 333012 131023 253021 419022 435032 435052 339099 499052 Housekeeping and Janitorial Workers Claims Adjusters, Examiners, and Investigators Insurance Sales Agents Insurance Claims and Policy Processing Clerks Lifeguards, Ski Patrol, and Other Recreational Protective Service Workers Social and Human Service Assistants Correctional Officers and Jailers Purchasing Agents, Except Wholesale, Retail, and Farm Products Self-Enrichment Education Teachers Real Estate Sales Agents Dispatchers, Except Police, Fire, and Ambulance Postal Service Mail Carriers Protective Service Workers, All Other Telecommunications Line Installers and Repairers 128 $30.48 $63,385 High School None LT OJT 125 $27.64 $57,488 High School None 122 $17.33 $36,037 High School 119 $12.71 $26,421 High School 118 $15.23 $31,677 109 $29.20 $60,731 108 $32.55 $67,707 106 $15.14 $31,485 103 $20.19 $41,997 102 $17.16 $35,703 100 $27.50 $57,210 99 $16.69 $34,714 99 $28.30 $58,880 High School High School High School High School High School High School High School High School High School 0 128 MT OJT 0 125 None MT OJT 0 122 None ST OJT 0 119 None ST OJT 0 118 None MT OJT 0 109 None LT OJT 0 108 <5 years None 0 106 None LT OJT 0 103 None MT OJT 0 102 None ST OJT 0 100 None ST OJT 0 99 None LT OJT 9 90 73 051200 093430 1 3 1 3 0 4 5 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 433051 499099 514121 512099 119013 119013 119013 Payroll and Timekeeping Clerks Installation, Maintenance, and Repair Workers, All Other Welders, Cutters, Solderers, and Brazers Assemblers and Fabricators, All Other Farmers, Ranchers, and Other Agricultural Managers Farmers, Ranchers, and Other Agricultural Managers Farmers, Ranchers, and Other Agricultural Managers 393011 Gaming Dealers 533031 Driver/Sales Workers Operating Engineers and Other Construction Equipment Operators 472073 96 $21.13 $43,946 High School None MT OJT 95 $16.07 $33,424 High School None 91 $20.72 $43,097 High School 90 $12.98 $26,997 84 $36.79 314 -218 MT OJT 0 95 None MT OJT 0 91 High School None MT OJT 0 90 $76,503 High School ≥5 years None 010900 1 1 3 1 4 $36.79 $76,503 High School ≥5 years None 010930 3 3 4 7 11 $36.79 $76,503 High School ≥5 years None 010300 1 3 0 1 1 84 $9.08 $18,893 82 $13.76 $28,617 81 $32.87 $68,356 High School High School High School None ST OJT None ST OJT None MT OJT 74 050200 050650 8 3 7 3 128 1 186 3 Subtotal Gap 67 0 84 4 78 0 81 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 499051 131022 434061 292052 533021 499098 371012 436012 391021 411012 434151 Electrical PowerLine Installers and Repairers Wholesale and Retail Buyers, Except Farm Products Eligibility Interviewers, Government Programs Pharmacy Technicians Bus Drivers, Transit and Intercity Helpers-Installation, Maintenance, and Repair Workers First-Line Supervisors of Landscaping, Lawn Service, and Groundskeeping Workers Legal Secretaries First-Line Supervisors of Personal Service Workers First-Line Supervisors of NonRetail Sales Workers Order Clerks 80 $47.28 $98,350 High School None LT OJT 76 $26.63 $55,385 High School None LT OJT 75 $21.93 $45,616 High School None 74 $19.52 $40,600 73 $13.60 $28,282 71 $12.71 $26,453 70 $21.77 70 0 80 18 58 MT OJT 0 75 None MT OJT 0 74 None MT OJT 0 73 High School None MT OJT 0 71 $45,284 High School <5 years None 0 70 $20.95 $43,571 High School None MT OJT 6 64 69 $18.58 $38,643 High School <5 years None 0 69 69 $28.99 $60,290 High School <5 years None 0 69 68 $16.24 $33,779 High School None ST OJT 0 68 High School High School 75 050900 051410 4 5 3 19 9 2 10 5 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 372021 531031 472211 499041 434131 435111 519199 493093 519111 434111 531021 419099 419011 Pest Control Workers First-Line Supervisors of Transportation and Material-Moving Machine and Vehicle Operators Sheet Metal Workers Industrial Machinery Mechanics Loan Interviewers and Clerks Weighers, Measurers, Checkers, and Samplers, Recordkeeping Production Workers, All Other Tire Repairers and Changers Packaging and Filling Machine Operators and Tenders Interviewers, Except Eligibility and Loan First-Line Supervisors of Helpers, Laborers, and Material Movers, Hand Sales and Related Workers, All Other Demonstrators and Product Promoters 66 $16.45 $34,230 High School None MT OJT 0 66 66 $26.85 $55,842 High School <5 years None 0 66 65 $25.91 $53,896 None APP 32 33 65 $26.82 $55,785 None LT OJT 0 65 64 $19.19 $39,906 None ST OJT 0 64 64 $13.40 $27,866 None ST OJT 0 64 63 $15.17 $31,540 None MT OJT 0 63 62 $11.61 $24,142 None ST OJT 0 62 62 $11.01 $22,901 High School None MT OJT 0 62 61 $17.06 $35,481 High School None ST OJT 0 61 59 $20.45 $42,540 High School <5 years None 0 59 57 $13.07 $27,192 None None 050650 3 3 1 3 4 53 56 $15.36 $31,949 None ST OJT 050650 3 3 1 3 4 52 High School High School High School High School High School High School High School High School 76 095640 2 2 0 32 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 351011 519023 413011 472121 Chefs and Head Cooks Mixing and Blending Machine Setters, Operators, and Tenders Advertising Sales Agents Glaziers Totals 54 $23.84 $49,597 High School ≥5 years None 54 $13.14 $27,343 High School None 53 $22.27 $46,321 50 $29.80 $61,991 High School High School 130630 4 12 32 53 85 -31 MT OJT 0 54 None MT OJT 0 53 None APP 0 50 16,280 4,288 Appendix C.6: Careers Requiring a Bachelor’s Degree Occupational Title Av An Jobs 2014 Q1 Median Hourly 2014 Q1 Median Annual Entry Level Education Work Experience On-theJob Training 896 $48.94 $101,782 Bachelor's degree <5 years None Total Av An Grads 20092014 632 896 $48.94 $101,782 Bachelor's degree <5 years None 451 $39.33 $81,813 Bachelor's degree <5 years 11,992 Total Degree Grads Total Cert Grads 410 223 71 34 36 None 632 410 223 <5 years None 71 34 36 Bachelor's degree None None 5 5 $99,522 Bachelor's degree None None 13 5 8 $41.83 $87,018 Bachelor's degree None None 58 27 31 268 $53.62 $111,532 Bachelor's degree None None 5 5 268 $53.62 $111,532 Bachelor's degree None None 13 5 8 234 $47.08 $97,943 Bachelor's degree None MT OJT 632 410 223 234 $47.08 $97,943 Bachelor's degree None MT OJT 71 34 36 TOP Code SOC 050500 111021 050600 111021 050500 131111 General and Operations Managers General and Operations Managers Management Analysts 050600 131111 Management Analysts 451 $39.33 $81,813 Bachelor's degree 070600 151132 342 $47.84 $99,522 070710 151132 342 $47.84 070810 151121 Software Developers, Applications Software Developers, Applications Computer Systems Analysts 279 070600 151133 070710 151133 050500 119021 Software Developers, Systems Software Software Developers, Systems Software Construction Managers 050600 119021 Construction Managers 77 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 100200 252031 100400 252031 170100 252031 220500 252031 050500 220  $70,537 Bachelor's degree None I/R 49 49 0 220  $70,537 Bachelor's degree None I/R 25 22 2 220  $70,537 Bachelor's degree None I/R 114 107 8 220  $70,537 Bachelor's degree None I/R 57 57 131051 Secondary School Teachers, Except Special and Career/Technical Education Secondary School Teachers, Except Special and Career/Technical Education Secondary School Teachers, Except Special and Career/Technical Education Secondary School Teachers, Except Special and Career/Technical Education Cost Estimators 209 $30.50 $63,435 Bachelor's degree None None 632 410 223 050600 131051 Cost Estimators 209 $30.50 $63,435 Bachelor's degree None None 71 34 36 050500 112022 Sales Managers 183 $55.21 $114,830 Bachelor's degree <5 years None 632 410 223 050600 112022 Sales Managers 183 $55.21 $114,830 Bachelor's degree <5 years None 71 34 36 070600 113021 150 $67.35 $140,099 Bachelor's degree ≥5 years None 5 5 020110 119041 138 $66.85 $139,041 Bachelor's degree ≥5 years None 1 0 070600 151131 Computer and Information Systems Managers Architectural and Engineering Managers Computer Programmers 137 $38.52 $80,118 Bachelor's degree None None 5 5 070710 151131 Computer Programmers 137 $38.52 $80,118 Bachelor's degree None None 13 5 8 043000 194021 Biological Technicians 125 $22.07 $45,902 Bachelor's degree None None 140 50 90 050500 111011 Chief Executives 115 N/A N/A Bachelor's degree ≥5 years None 632 410 223 050600 111011 Chief Executives 115 N/A N/A Bachelor's degree ≥5 years None 71 34 36 050500 113011 110 $42.67 $88,755 Bachelor's degree <5 years None 632 410 223 050600 113011 110 $42.67 $88,755 Bachelor's degree <5 years None 71 34 36 083520 399032 Administrative Services Managers Administrative Services Managers Recreation Workers 98 $11.32 $23,539 Bachelor's degree None None 66 66 083520 272022 Coaches and Scouts 92  $28,379 Bachelor's degree None None 66 66 070600 151199 Computer Occupations, All Other 87 $44.39 $92,339 Bachelor's degree None None 5 78 5 1 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 061410 271014 070810 151143 170100 65 $19.26 $40,064 Bachelor's degree None MT OJT 32 14 18 64 $48.16 $100,170 Bachelor's degree ≥5 years None 58 27 31 119121 Multimedia Artists and Animators Computer Network Architects Natural Sciences Managers 60 $80.09 $166,587 Bachelor's degree ≥5 years None 114 107 8 490200 119121 Natural Sciences Managers 60 $80.09 $166,587 Bachelor's degree ≥5 years None 704 702 2 150600 273031 Public Relations Specialists 53 $28.23 $58,710 Bachelor's degree None None 85 85 0 070600 151122 Information Security Analysts 45 $43.39 $90,255 Bachelor's degree <5 years None 5 5 070810 151122 Information Security Analysts 45 $43.39 $90,255 Bachelor's degree <5 years None 58 27 31 050500 119151 43 $28.69 $59,677 Bachelor's degree ≥5 years None 632 410 223 050600 119151 43 $28.69 $59,677 Bachelor's degree ≥5 years None 71 34 36 150600 273043 Social and Community Service Managers Social and Community Service Managers Writers and Authors 39 $22.58 $46,964 Bachelor's degree None MT OJT 85 85 0 110400 273091 Interpreters and Translators 34 $22.35 $46,478 Bachelor's degree None ST OJT 4 4 050500 113051 30 $45.02 $93,641 Bachelor's degree ≥5 years None 632 410 223 050600 113051 30 $45.02 $93,641 Bachelor's degree ≥5 years None 71 34 36 100700 272012 Industrial Production Managers Industrial Production Managers Producers and Directors 25 $33.09 $68,837 Bachelor's degree <5 years None 26 18 7 020110 171012 Landscape Architects 23 $33.88 $70,466 Bachelor's degree None I/R 1 0 1 100600 271027 Set and Exhibit Designers 16 $20.48 $42,593 Bachelor's degree None None 3 1 3 051100 132021 12 $31.07 $64,634 Bachelor's degree None LT OJT 58 17 41 050200 439111 Appraisers and Assessors of Real Estate Statistical Assistants 7 $23.62 $49,140 Bachelor's degree None None 314 128 186 150600 273011 Radio and Television Announcers 7 $22.84 $47,510 Bachelor's degree None None 85 85 0 79 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 APPENDIX D: MiraCosta College Institutional Plans MiraCosta College Plans Comprehensive Master Plan • 2011-2020 see BP 3250 for Title 5 sections • https://www.miracosta.edu/governance/budgetandplanning/downloads/2011%20CMP%2 0Document%20Low%20Appendix.pdf • Education Plan/Facilities Plan (BPC) o http://www.miracosta.edu/governance/budgetandplanning/downloads/MCC_Draft FacilitiesPlans_8-19-2011.pdf Strategic Plan 2014-2017 • http://www.miracosta.edu/governance/budgetandplanning/downloads/MCCCD_Strategic _Plan_2014-2017.pdf Staffing Plan 2015-2018 • http://www.miracosta.edu/governance/budgetandplanning/downloads/MCCDraftStaffingPlan-v8-3-11-15.pdf Technology Plan 2011-2014 • http://www.miracosta.edu/officeofthepresident/accreditation/downloads/MCC%20Techn ology%20Plan%202011-2014.pdf AB86 Plan • http://www.miracosta.edu/instruction/ab86/index.html Instruction Experiential Education Plan • AP 4103 Title 5 55250 o http://www.miracosta.edu/officeofthepresident/board/downloads/4103APExperientialEducation-Effective1-19-10-PeriodicReview5-8-12-6-16-15.pdf • Donna Davis received electronic copy approved by BOT 4/20/2010 Online Education Plan (Closed) 2011-2014 • http://www.miracosta.edu/officeofthepresident/accreditation/appendix2014/AppendixL.p df Student Services EOPS Plan • BP/AP 5150 Ed Code 69640-69656 Title 5 56200 o http://www.miracosta.edu/officeofthepresident/board/downloads/5150BPExtendedOpportunityProgramsandServices-Adopted5-5-09.pdf Student Equity Plan 2014-2017 • (BP/AP 5300 Ed Code 66030, 66250, 72010 Title 5 54220) 80 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 • https://www.miracosta.edu/studentservices/studentequity/downloads/MiraCosta%20Colle ge%20Student%20Equity%20Plan%202014-17%20-CCCCO.pdf Student Success Plan • https://www.miracosta.edu/officeofthepresident/board/downloads/StudentSuccessPlanFin al7-2-15.pdf Student Success and Support Program Plan (SSSP) • Formerly Matriculation Plan (BP/AP 5050 Ed Code 78210 Title 5 51024, 55500-55534, 58106) • http://www.miracosta.edu/officeofthepresident/board/downloads/SSSP2014PlanwithApp endixandBudgetLarge_000.pdf Transfer Center Plan • BP/AP 5120 Title 5 51027 • http://www.miracosta.edu/studentservices/transfercenter/downloads/MasterPlan.pdf Athletics Plan • Pending approval by the Board of Trustees Bloodborne Pathogens Exposure Control Plan- Waiting to hear from Joe Mazza • Required by Title 8 5193 • Joe Mazza sent link to Cal Osha Plan: https://www.dir.ca.gov/dosh/dosh_publications/expplan2.pdf Business and Administrative Services Final Budget for 2015-16 • http://miracosta.edu/administrative/downloads/FinalBudgetFY2016.pdf District Deferred Maintenance Plan-Waiting to hear from Tom • Schedule Maintenance Plan • Located on Statewide system Fusion 2017-2021 5-Year Capital Construction Plan (yearly update) • http://www.miracosta.edu/administrative/facilities/downloads/SFACILITIES1506160657 0.pdf Sustainability Plan • Tom Macias working on a new plan, using current to measure progress on annual objectives Emergency Operations Plan • https://portal.miracosta.edu/Resources/Site%20Assets/emergency_preparedness_manual. pdf • Emergency Response Plan (BP/AP 3505 Ed Code 32280) 81 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 • http://www.miracosta.edu/officeofthepresident/board/downloads/3505APEmergencyResponsePlan-Effective2-16-10-Revised7-7-15.pdf Workplace Violence Plan • BP/AP 3510 Labor Code 6300 • http://www.miracosta.edu/officeofthepresident/board/downloads/3510BPWorkplaceViolencePlan-Adopted12-8-09-RefUpdate4-15_000.pdf Superintendent/President Division Equal Employment Opportunity Plan • http://www.miracosta.edu/administrative/hr/downloads/eeoplan.pdf • BP/AP 3420 Ed Code 87100 Title 5 53000, 59300 o http://www.miracosta.edu/officeofthepresident/board/downloads/3420BPEqualEmploymentOpportunity-Adopted10-6-09-6-24-15-RefUpdate4-15.pdf Foundation and Development Office Long Range Plan, 2010-2019 • Please contact the MiraCosta College Foundation & Development Office to request a copy of this plan. 82 EDUCATIONAL MASTER PLAN ADDENDUM 2016-2020 References Cochrane, D. & Miller, B. (2015). Student Loans, Defaults, and the Impact on Community Colleges. Presentation at the 2015 Community College National Legislative Summit, Higher Education Policy Academy. Retrieve from http://www.acct.org. James, P.A., Bruch, P.L., & Jahangir, R.R. (2006). Ideas in practice: Building bridges in a multicultural learning community. Journal of Developmental Education 26(3), 10-18. San Diego Association of Governments (SANDAG, 2007). Activity Centers in the San Diego Region. Info, August 2007, No. 2. San Diego Association of Governments (SANDAG, 2012). Traded Industry Clusters in the San Diego Region. Info, December 2012. San Diego Association of Governments (SANDAG, 2015). Population Estimates and Projections. Retrieve from http://datasurfer.sandag.org. San Diego Military Advisory Council (SDMAC, 2015). 7th Annual SDMAC Military Economic Impact Study, San Diego Region 2015. Retrieve from http://sdmac.org/ImpactStudy.htm. Tinto, V. (2008). Access without support is not opportunity. Inside Higher Ed. Retrieved from http://insidehighered.com/layout/set/print/views/2008/06/09/tinto 83 MIRACOSTA COLLEGE PROGRESS REPORT 1831 Mission Avenue Oceanside, CA 92054 MiraCosta Community College District Accrediting Commission for Schools Western Association of Schools and Colleges MiraCosta College Adult High School ACS WASC Progress Report 2 MiraCosta College Adult High School ACS WASC Progress Report Table of Contents Table of Contents .................................................................................................................3 Table of Figures ...................................................................................................................4 I: Student/Community Profile Data ....................................................................................5 II: Significant Changes and Developments ......................................................................48 III: Ongoing School Improvement ....................................................................................58 IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan ............................ 61 Institution’s Critical Areas for Follow-Up ................................................................................. 61 Responses to Critical Areas for Follow-up ................................................................................ 62 Area 1 ..............................................................................................................................62 Area 2: .............................................................................................................................63 Area 3: .............................................................................................................................65 Area 4: .............................................................................................................................67 Area .................................................................................................................................69 V: Schoolwide Action Plan Refinements ..........................................................................72 Synthesizing and Addressing Key Issues .................................................................................. 72 Creating the Action Plan .............................................................................................................. 74 Summary ......................................................................................................................................... 77 Appendices ........................................................................................................................88 3 MiraCosta College Adult High School ACS WASC Progress Report Table of Figures Figure I-1. 2014-2015 Student Residency Based on Service Area .................................. 11 Figure I-2 2014-2015 Student Residency based on Oceanside, Vista, and other Communities. ....................................................................................................................... 12 Figure I-3. AHS Student Enrollment by Ethnicity........................................................... 16 Figure I-4. District Population by Ethnicity ..................................................................... 16 Figure I-5 Ethnic Distribution by Academic Year ........................................................... 18 Figure I-6. MiraCosta Community College District Organizational Chart ................ 19 Figure I-7. MiraCosta College SLO Assessment Loop................................................... 24 Figure I-8. Average Enrollments per Section .................................................................. 26 Figure I-9 AHS Employees by Gender 2015.................................................................... 27 Figure I-10. Geographical Map of AHS’s Service Area .................................................. 29 Figure I-11 Elementary Basic Skills by Zip Code ............................................................ 30 4 MiraCosta College Adult High School ACS WASC Progress Report I: Student/Community Profile Data Include the following: • • An updated student/community profile that includes the following: a brief, general description of the school and its programs; the school’s vision, mission, and learner outcomes; student and faculty/staff demographics; and student achievement data for a three-year period. An updated summary of data with implications, identified critical learner needs, and important questions for staff discussion. Note: Use the current student/community profile and summary that has been updated annually since the last full visit and other annual progress reports. (See Task 1 of the Focus on Learning manual.) Institutional, Community and Student Characteristics Introduction MiraCosta College’s Adult High School Diploma (AHS) has collected and reviewed the relevant data to explain the program’s characteristics and to analyze evidence of student learning and achievement. Due to the program’s small size, the leadership team and focus groups were one and the same. The leadership team included all full-time faculty, staff, and administrators of the program as well as staff and administrators from the Office of Institutional Effectiveness (OIE, formerly known as the Office of Institutional Planning, Research and Grants, or OIPRG). The team produced two versions of AHS’s profile: • • A detailed data profile (Appendix A: AHS Data Profile) A summary pamphlet for distribution to the campus community (Appendix B: AHS Summary Pamphlet). AHS faculty, staff, and other stakeholders have examined the data, dialogued about the evidence, assessed the impact of the information, and brainstormed conclusions to assist the program in updating and revising its Schoolwide Action Plan for Continuing Improvement. With this collective effort, AHS has continued to demonstrate its “culture of collaboration and open communication to carry out the school’s mission,” an institutional strength recognized in the 2013 WASC “Self Study Visiting Committee Report.” Their engagement with the data revealed how important reliable and valid evidence is to inform good decision making. The need to expand both the capacity and the use of evidence to chart program improvement and measure student learning is the 5 MiraCosta College Adult High School ACS WASC Progress Report key issue for the next accreditation cycle. Again demonstrating the AHS culture of collaboration and open communication, the leadership team acted as a professional learning community to engage in the process of inquiry and to forge a culture of experimentation and investigation. Specifically, an interim research analyst for noncredit programs was hired and has begun several crucial research projects: The creation of a data warehouse to capture quantitative information related to student demographics and progress and a student-led qualitative research project whereby students document barriers and bridges to their academic success. These projects enable administration, faculty, and staff to focus on improving student learning and achievement outcomes. Basic Institutional Information Narrative Description The Community Learning Center (CLC) is one of two MiraCosta Community College District (MCCCD) centers. In addition to AHS, the CLC houses the following noncredit programs: Noncredit ESL, Other Noncredit, and Short-Term Vocational. The CLC also offers selected credit college courses to assist students in transitioning from noncredit to credit programs. While many courses are offered at the center, AHS is the only CLC program offering the completion of a degree (high school diploma). AHS is also preparing to offer the Certificate of Competency-Basic Education for Academic or Workforce Preparation. Prior to the initial accreditation process in 2010, the college decided to apply for full accreditation for the AHS through the Accrediting Commission for Schools. AHS prepares adults for higher education and increased employability in a simultaneously encouraging, challenging, and accessible environment that respects and honors diversity; according to the 2013 WASC “Self Study Visiting Committee Report,” the AHS program has a “nurturing environment” that fosters student support, an institutional area of strength. The report also noted the college administration’s and Board of Trustee’s “strong and ongoing commitment to the high school;” as such, the program is fully integrated within all of MCCCD’s policies and procedures. 6 MiraCosta College Adult High School ACS WASC Progress Report MiraCosta College is the only post-secondary institution in Coastal North San Diego County to offer an adult high school diploma. The program is tuition-free, with both day and evening courses to accommodate the varying schedules of students in the community. AHS is committed to classroom innovation and its faculty take a comprehensive approach to instructional modalities: AHS classes include face-to face instruction, open lab, and self-paced courses with one-on-one instruction. Furthermore, in fall 2014, AHS began offering hybrid courses. This shift from traditional classroom instruction to flexible, technology-centric pedagogies and course offerings allows the faculty to respond more effectively to student needs and mirrors online educational approaches taking place within the college, around the state, and throughout the nation. School Address, Website, and Extension Site MiraCosta College MiraCosta College One Barnard Drive Community Learning Center Oceanside, CA 92056 1831 Mission Avenue www.miracosta.edu Oceanside, CA 92058 www.miracosta.edu/AHS History of the Institution In spring 1934, the Board of Trustees of the Oceanside-Carlsbad Union High School District chose to establish a junior college department on the high school’s campus, located in downtown Oceanside. In 1960, with the encouragement of state and county educational agencies, Oceanside and Carlsbad voters agreed to develop a separate junior college district to be governed by the same Board of Trustees that oversaw the high school district. When the College separated from the high school districts to become OceansideCarlsbad Community College District, and soon thereafter the MiraCosta Community College District, both Carlsbad and Oceanside Unified School Districts asked the College to accept responsibility for all adult education in the district. As reflected in the Board of Trustees minutes, the College agreed to accept that charge at a meeting on April 18, 1972. In addition, on June 23, 1972, the Oceanside Unified School District Board of Education granted MiraCosta permission to grant 7 MiraCosta College Adult High School ACS WASC Progress Report eighth grade and high school diplomas. On August 1, 1972, the District’s Board of Trustees approved the graduation requirements as submitted (Appendix C: MiraCosta Community College District Board of Trustee’s August 1, 1972 Minutes). In 1976, when the state determined that open community college districts would no longer be allowed, it annexed the San Dieguito geographic area, which included the cities of Del Mar, Solana Beach, Olivenhain, Encinitas, and Leucadia to MCCCD. Because the San Dieguito Union High School District (SDUHSD) was already operating an adult school, MiraCosta agreed not to offer noncredit classes or programs in that area of the district; however, at their request, in 2006 the college offered a few adult high school classes at the San Elijo Center to assist some SDUHSD students who had not passed the California High School Exit Exam. In 2015, MiraCosta College and SDUHSD entered an agreement, whereby MiraCosta College began piloting adult high school classes at Sunset High School, a SDUHSD continuation school in Encinitas. SDUHSD plans to transition its adult high school classes to MiraCosta College, which will continue to expand its adult high school course offerings at Sunset High School. The community college districts bordering MCCCD are Palomar Community College District and San Diego Community College District (SDCCD). Palomar does not offer an adult high school, but SDCCD does. At the request of the SDUHSD Board of Trustees, MiraCosta College did not offer its adult high school classes in the southern part of MiraCosta College district that borders SDCCD. In 2015, however, SDUHSD requested a change to this agreement, as summarized in the previous paragraph. In addition to collaborating with SDUHSD to begin offering adult high school courses at the SDUHSD Sunset High School, the college works cooperatively with all the K-12 adult schools in nearby districts that do provide an adult high school. Originally, the MiraCosta College AHS offered only evening classes in one wing of an Oceanside High School building. In the late 1970s, MiraCosta College also assumed the responsibility for the general educational development program on Camp Pendleton, previously offered by the San Diego Army and Navy Academy private prep school. In the 1980s, MiraCosta College’s noncredit programs, including AHS, moved from Oceanside High School to leased facilities in Oceanside. The new facility was called the Adult Learning Center. As a result of changes in the Camp Pendleton Marine 8 MiraCosta College Adult High School ACS WASC Progress Report Base population in the 1990s, MiraCosta College closed its offices and AHS on the base; from that time until the present, the college has served the Marine Corps population off the base in Oceanside. In 1998, MCCCD purchased 7.8 acres at 1831 Mission Avenue in Oceanside for the construction of a new facility to house the college’s noncredit programs. The site included a strip mall with a large supermarket structure and a connected smaller structure, plus two separate buildings containing fast-food restaurants. The district invested approximately eight million dollars to purchase the site and remodel the strip-mall buildings as well as one fast-food building. Arby’s still leases the second restaurant building, and the college uses the revenue to help pay off the certificates of participation that funded the remodel. The current site was named MiraCosta College Community Learning Center (CLC). The CLC is located in a commercial area, with frequent bus stops nearby. Residential areas border the commercial area in which it is located. Student Demographics A meaningful and relevant adult high school program depends upon a critical review of the demographics of the community and of the students in the program. Additionally, effective evaluation of program improvement and student learning and achievement involves the study of the factors impacting success and aligning interventions to facilitate diploma completion. Student Residency Approximately 73 percent of the program’s students are from the district’s service area with the majority coming from Oceanside where the center is located. The second largest group of AHS students resides in Vista (13 percent), which is outside the service area. In analyzing this fact, the leadership team hypothesized that the proximity of the program’s boundaries to the CLC allows students to choose between MiraCosta College’s program and the adult high school diploma program offered through the Vista Unified School District. Table I-1 represents student residency for the most recent academic year. 9 MiraCosta College Adult High School ACS WASC Progress Report Table 1-0-1. 2014-2015 AHS Student Residency CITY Oceanside Vista Carlsbad Fallbrook Encinitas San Marcos Escondido San Diego Solana Beach Bonsall Cardiff San Luis Rey Temecula Borrego Springs Del Mar El Cajon La Mesa Los Angeles Murrieta National City Rancho Santa Fe Grand Total Count 492 104 95 27 25 11 8 8 5 3 2 2 2 1 1 1 1 1 1 1 1 792 Percent of Total 62.12% 13.13% 11.99% 3.41% 3.16% 1.39% 1.01% 1.01% 0.63% 0.38% 0.25% 0.25% 0.25% 0.13% 0.13% 0.13% 0.13% 0.13% 0.13% 0.13% 0.13% 100.00% Upon review of the data, the leadership team noted that about one in four enrolled students resides outside the district’s service area, as illustrated in Figure I-1, either in a neighboring community. Further reflection led the leadership team to recognize the need to access database information from local school districts and the students the program serves. More data is needed from students not only within AHS’s service area but also outside the district about their reasons for choosing MiraCosta College’s program and how their needs may be met. 10 MiraCosta College Adult High School ACS WASC Progress Report 2014-2015 Student Residency Based on Service Area Other Local Communities 27% Within Service Area 73% Figure I-1. 2014-2015 Student Residency Based on Service Area 11 MiraCosta College Adult High School ACS WASC Progress Report 2014-2015 Student Residency (Oceanside, Vista, All Other Communities) 24.75% 62.12% 13.13% Oceanside Vista All Other Communities Figure I-2 2014-2015 Student Residency based on Oceanside, Vista, and other Communities. Gender The gender composition of students enrolled in the program has remained about equally split between males and females over the past five academic years, as Table I-2 shows. It is important to note that in evaluating the enrollment trends by gender for the self-study report, the leadership team reviewed the dropout gender discrepancies for the local high schools and discovered that males appear to be an underrepresented group in the AHS student population. For the Adult Education Block Grant, categorical funding designed to encourage pathways from noncredit education to credit institutions and professional careers, AHS has access to demographic data that point to gender disparities, including lower enrollment and persistence rates for young men of color; to determine better support systems for these vulnerable populations, student-centric research is being conducted. The goal of this research is to determine specific roadblocks for young men of color and to devise ways to remove these obstacles, through tailored support programs and resources. 12 MiraCosta College Adult High School ACS WASC Progress Report Table I-2. AHS Enrollment by Gender Gender 2010-11 2011-12 2012-13 2013-14 2014-15 Female 48% 52% 54% 53% 53% Male 52% 48% 46% 47% 47% However, at this point it is not possible to determine whether the program is capturing the students who are dropping out from the local high schools because the information is not currently obtained at enrollment. There are many possible factors impacting this result, including the large number of out of district students who attend as well as the high percentage of students concurrently enrolled in local high schools. The issue of gender is an area that the team is interested in exploring. Better background information from the students is needed at the point of enrollment to see if the program is providing an educational alternative for students who have discontinued attending local high schools; as such, the noncredit research analyst is working with student support staff to revise a supplementary questionnaire that students complete during registration. This information will supplement California Community College Chancellor’s Office (CCCCO) Management Information Services (MIS) Data Mart data collected by way of each student’s registration application. Age Currently, almost half of the program’s enrolled students (44 percent) are between 18 and 24 years old, with over three-fourths of the students under the age of 30. While the percentage of students 17 and younger has declined over the past five academic years, as Table I-3 illustrates, almost 17 percent of the students in the most recent academic year are of traditional high school age. Students under 18 could be affiliated with a local traditional high school and take AHS courses concurrently to make up credits for graduation. Table I-3. AHS Enrollment by Age over Five Years (Percentage) 17 and Under 2010-11 2011-12 2012-13 2013-14 2014-15 16.00% 18.47% 18.38% 19.38% 16.41% 13 MiraCosta College Adult High School ACS WASC Progress Report 18 to 20 31.53% 27.31% 26.70% 23.83% 27.02% 21 to 24 20.82% 21.15% 21.08% 20.62% 16.92% 25 to 29 13.76% 12.72% 14.05% 16.79% 17.30% 30 to 34 8.00% 8.97% 7.49% 8.40% 9.85% 35 to 39 5.18% 4.55% 4.92% 6.05% 4.17% 40 to 44 5.06% 4.69% 3.75% 3.58% 3.66% 45 to 54 3.88% 5.09% 5.15% 6.54% 6.94% 55 to 64 0.71% 1.34% 1.41% 1.11% 0.76% 65 and Over 0.47% 0.67% 0.47% 0.25% 0.76% Total 100.00% 100.00% 100.00% 100.00% 100.00% Table I-4. AHS Enrollment by Age over Five Years (Numbers) 2010-11 2011-12 2012-13 2013-14 2014-15 17 and Under 136 138 157 157 130 18 to 20 268 204 228 193 214 21 to 24 177 158 180 167 134 25 to 29 117 95 120 136 137 30 to 34 68 67 64 68 78 35 to 39 44 34 42 49 33 40 to 44 43 35 32 29 29 45 to 54 33 38 44 53 55 55 to 64 6 10 12 9 6 65 and Over 4 5 4 2 6 Total 850 747 854 810 792 Since most of AHS’s students are younger than 30, they expect technology to be used in the classroom; thus, faculty have included many technological resources for learning. In their 2013 “Self Study Visiting Committee Report,” WASC committee members noted this access to technology as an institutional area of strength. While the leadership team continues to view face-to-face instruction as crucial to student 14 MiraCosta College Adult High School ACS WASC Progress Report success, in an effort to better prepare students for university-level coursework and workforce demands, faculty have increased the integration of technology into pedagogy. Self-paced lab and hybrid courses have been added to the program schedule for the last three academic years and by the 2016/2017 schoolyear, all AHS courses will be approved for hybrid instruction. While the program will not offer all courses as hybrid, faculty and administration have planned for this option, in response to a statewide emphasis on online secondary education; furthermore, recommendations made in the 2013 WASC report have also motivated these modifications and more: To increase student access to and guided experience with technology, faculty now have access to mobile computer carts, which can be moved into classrooms for particular technology-centric lessons and activities. These computers were funded through the college’s Student Success Committee and with the Basic Skills grant and demonstrate the college’s commitment to adult education in general and AHS in particular. Program faculty will continue to analyze student needs and incorporate different methodologies for learning. Likewise, through curriculum and program review processes, AHS will continue to address increased student needs for access to technology-based education. Student Ethnicity The ethnic breakdown of AHS students indicates that more than 80 percent are from historically underrepresented groups (Figure 1-0-2). Table 1-4 demonstrates that these rates have been relatively constant for the past five academic years. AHS student enrollment does not mirror the ethnic breakdown of the district’s residents, as Figure 1-3 shows. These data bring to light the importance of understanding the needs of underrepresented student groups so that more tailored student services and instruction can be provided to maximize their success. The data also demonstrates the value AHS has for the district’s most vulnerable populations. 15 MiraCosta College Adult High School ACS WASC Progress Report AHS Student Enrollment by Ethnicity Black/African American, 4.2% Asian, 6.2% American Indian/Alaska Native, 0.9% White, 16.3% Unknown, 2.0% Pacific Islander, 0.9% Hispanic, 68.1% Two or More Races, 1.5% American Indian/Alaska Native Asian Black/African American Hispanic Pacific Islander Two or More Races Unknown White Figure I-3. AHS Student Enrollment by Ethnicity District Population by Ethnicity American Indian 0.36% Asian 8.81% Black 2.13% Hispanic 21.55% Other 0.25% Pacific Islander 0.59% Two or More 3.26% White 63.05% American Indian Asian Black Hispanic Other Pacific Islander Two or More White Figure I-4. District Population by Ethnicity 16 MiraCosta College Adult High School ACS WASC Progress Report Table I-4. AHS 5-Year Enrollment by Ethnicity 2010-11 2011-12 2012-13 2013-14 2014-15 Native 0.7% 0.4% 0.4% 1.0% 0.9% Asian 5.5% 6.0% 5.3% 5.9% 6.2% American 5.4% 5.4% 5.5% 4.8% 4.2% Hispanic 62.7% 66.0% 68.0% 67.2% 68.1% Pacific Islander 1.3% 1.5% 0.9% 0.7% 0.9% Races 2.5% 2.8% 2.3% 2.0% 1.5% Unknown 0.7% 1.5% 1.2% 1.5% 2.0% White 21.2% 16.5% 16.4% 16.9% 16.3% Grand Total 100% 100% 100% 100% 100% American Indian/Alaska Black/African Two or More 17 MiraCosta College Adult High School ACS WASC Progress Report Ethnic Distribution by Academic Year 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2010-2011 2011-2012 2012-2013 2013-2014 American Indian/Alaska Native Asian Black/African American Hispanic Pacific Islander Two or More Races Unknown White 2014-2015 Figure I-5 Ethnic Distribution by Academic Year Governance Structure of the Institution MCCCD is governed by an elected Board of Trustees and led by a superintendent/president; according to WASC feedback from the 2013 visit, these governing parties continue to “demonstrate a strong and ongoing commitment to the high school. The dean of Community Education serves as the CLC site administrator and reports directly to the MiraCosta College District vice president of Instructional Services. MiraCosta College’s governance structure consists of three primary groups: the Board of Trustees, superintendent/president, and constituent groups. Their responsibilities are as follows: • The Board of Trustees serves as a policy making body that is responsible for the quality, integrity, and financial stability of the institution. 18 MiraCosta College Adult High School ACS WASC Progress Report • The superintendent/president is the chief executive officer of the institution whose administrative staff assists in MiraCosta College’s operations, as illustrated in Figure 1-5 and in Appendix D: MiraCosta College Organizational Chart. • The constituency groups include administrators, faculty, staff, and students. Their respective roles are defined through the MiraCosta College governance structure. Figure I-6. MiraCosta Community College District Organizational Chart 19 MiraCosta College Adult High School ACS WASC Progress Report The college’s governance structure, which was approved in spring 2009 and implemented in summer and fall 2009, consists of two main types of governing bodies: committees and councils. The Institutional Effectiveness Committee (IEC) measures the effectiveness of the governance structure’s processes and maintains the currency of its system of committees and councils. In addition to IEC, five governance committees form the basis of the decision-making structure at MiraCosta College: • • • • • Academic Affairs Budget and Planning Courses and Programs Institutional Program Review Student Success Board of Trustees • Makes policy • Provides oversight Superintendent/President • Makes decisions • Dialogues with Board of Trustees Councils • Review proposals • Make recommendations Committees • Review/update plans, policies and procedures • Make proposals on issues 20 MiraCosta College Adult High School ACS WASC Progress Report These governance committees develop and update plans, board policies, and administrative procedures and recommend them to the governance councils. Composed of members from all four constituent groups, committees have subjectmatter purview and are advisory in nature to the councils (Appendix E: Board Policy 2510). Councils, on the other hand, with the exception of the Steering Council, represent homogenous constituent groups; each council’s members belong to the same group. They review and approve recommendations and committee proposals but do not expressly formulate plans, board policies, or administrative procedures. Four governance councils, in addition to the Steering Council, provide overarching support of MiraCosta College’s decision-making processes: • • • • Associated Student Government Academic Senate Classified Senate Administrative The Steering Council routes governance issues to appropriate governance committees and governance councils. Its composition represents the leadership from each of the college’s constituent groups and governance committees. The four governance councils submit their recommendations directly to the superintendent/president, who then decides whether or not to forward their recommendations to the Board of Trustees for final approval. Schoolwide Learning Outcomes Student learning is identified at three critical levels at MiraCosta College: institutional, program, and course. In addition, administrative units and service areas conduct outcomes assessment to measure student learning that occurs outside of the classroom. Institutional Level Outcomes Institutional learning outcomes (ILOs) at MiraCosta College were created to measure the broad-based learning that occurs for all students, regardless of program or certificate. MiraCosta College’s institutional level outcomes parallel the general 21 MiraCosta College Adult High School ACS WASC Progress Report education outcomes that are measured as a part of degree completion. MiraCosta College has established five ILOs: • • • • • Effective Communication Write, speak, read, listen, and otherwise communicate Communicate clearly, accurately, and logically Communicate appropriately for the context. Critical Thinking and Problem Solving Define and analyze problems clearly Think independently, creatively, logically, and effectively Apply appropriate problem solving methods Analyze and synthesize information from multiple perspectives. Professional and Ethical Behavior Demonstrate responsible and professional conduct, in the classroom, workplace, and community Demonstrate the ability to work independently and collaboratively. Information Literacy Identify information needed Collect information effectively and efficiently Evaluate and analyze information Use and apply information accurately and appropriately. Global Awareness Demonstrate respect for diversity and multiple perspectives Value his/her place and role in an increasingly interconnected global community Demonstrate cultural and environmental awareness. AHS Program- and Course-Level Student Learning Outcomes Through the process and analysis of the self-study, the leadership team realized AHS’s PSLOs needed to be connected more directly to the program’s student population. Moreover, the evaluation of ILOs needed to reflect the level of achievement appropriate for a high school diploma. Therefore, the AHS PLO’s were re-written in spring 2013. The AHS has four PLOs: • Students will obtain an awareness of, and preparation for, higher education. 22 MiraCosta College Adult High School ACS WASC Progress Report • • • Effective oral and written communication Critical thinking and analysis for academic problem solving Reading comprehension skills necessary for continued education Increased knowledge of higher education options Students will acquire improved workplace skills for employability. Critical thinking and analysis for workplace problem solving Effective oral and written communication for the workplace A facility with numbers for real world applications Reading comprehension skills necessary for the workplace Students will demonstrate improved self-efficacy. Technology literacy through a variety of mediums Efficient use of student services Responsible conduct in an academic and professional environment Students will model a sensitivity to and awareness of diverse perspectives. Exposure to multiple cultural and historical perspectives Demonstration of diversity awareness Each AHS course records its three course-level SLOs (CSLOs) and associated methods of assessment in an official course outline of record, which is stored in the college’s online course management system (Curricunet). Faculty assess their course SLOs each term, and the assessment records are maintained in MiraCosta College’s online reporting program and repository (TracDat). Course level outcomes continue to be assessed every time a course is taught. All fulltime and associate faculty members participate in course level assessment. The faculty secretary then annually compiles the data, and full-time faculty create a comprehensive chart accordingly. This chart is reviewed by faculty work groups towards the end of each spring semester. As a result of this process, course level outcomes in English, math and social science courses have recently been revised to better reflect alignment with program level outcomes and to streamline the outcomes process. The course level process described above has positioned AHS to move effectively into a more streamlined process for evaluating program and institutional outcomes. Program Learning Outcomes have become a larger focus for AHS, are now posted in all classrooms, and will be included in all course syllabi effective spring 2016. AHS faculty worked closely with the faculty secretary to develop a tracking system that synthesizes course-level data and allows AHS to seamlessly apply the data to program-level outcomes. Program-level data has been compiled for the 2014-2015 school year will be analyzed by faculty work groups in fall 2016, with the expectation that this procedure will be added to the AHS annual 23 MiraCosta College Adult High School ACS WASC Progress Report review beginning spring 2016. In addition to this data, AHS faculty have begun piloting a student survey that measures achievement of program learning outcomes in select courses; AHS will expand this survey to all courses by fall 2016. These data are based on student perceptions and provide qualitative data that, combined with quantitative data, will provide a more comprehensive means to analyze outcomes. AHS program-level learning outcomes are highly informed by institutional outcomes and the AHS mission to prepare noncredit students for higher education and the workforce. While AHS faculty do not expect all noncredit student to achieve all institutional outcomes, AHS faculty will consider the qualitative and quantitative measures described above to assess student readiness to achieve institutional level outcomes. AHS faculty are in the process of re-mapping CSLOs to the revised PSLOs and ILOs. All outcomes assessment follows a feedback loop, illustrated in Figure I-6; this process gives the faculty a mechanism for maintaining continuous quality improvement. Figure I-7. MiraCosta College SLO Assessment Loop Outcomes assessment and student success data are incorporated into all program reviews to guide pedagogical improvements, curriculum analyses and review, 24 MiraCosta College Adult High School ACS WASC Progress Report resource allocations, organizational improvement, and quality assurance. ILOs are reviewed by the Student Learning Outcomes and Assessment Committee (SLOAC). Enrollment and Program Types at AHS AHS issues high school diplomas and will soon offer the Certificate of CompetencyBasic Education for Academic or Workforce Preparation. Students can enter the program at different stages (as determined by their deficiency of courses) to achieve the high school diploma. Typical Class Size The average class size for AHS is depicted in Table 0-5. Program personnel examined fill rates and, as a result, adapted schedule needs, which, in turn, contributed to improved program efficiency and response to student needs. In the “Self Study Visiting Committee Report,” the WASC visiting committee highlighted this attention to student schedules as an institutional area of strength. Table I-5. Average Enrollments per Section Average Enrollments Per Section (AHS) Per Section College 2010-11 20.88 2011-12 22.83 2012-13 20.64 2013-14 22.92 2014-15 23.35 25.47 26.37 24.79 25.58 25.34 Wide (Credit) The program’s average class size is smaller than the college wide average for two reasons. First, AHS and most credit course enrollments are calculated based on the census date. Second, the class size maximum for the AHS courses is between 24 to 50 while some college credit courses have a range from 12 to 60. Figure I-8 compares the average class sizes for AHS and the College. 25 MiraCosta College Adult High School ACS WASC Progress Report 30.00 25.00 20.00 15.00 10.00 5.00 0.00 2011-12 2012-13 2013-14 Average Enrollments Per Section 2014-15 College-Wide Average Figure I-8. Average Enrollments per Section Types of Certificates Awarded The program awards a high school diploma and will soon offer a Certificate of Competency-Basic Education for Academic or Workforce Preparation. Administrative and Teaching Staff AHS employs a total of 38 full-time and part-time administrators, faculty, and staff, as depicted categorically in Table I-6. In 2015, two full-time counselors resigned: One retired and the other was hired as a credit counselor. Therefore, the number of parttime counselors has increased and the number of full-time counselors decreased; also, a noncredit SSSP coordinator was added and is being filled on an interim basis, which these data also reflect. Through the program review process, AHS analyzes its current administrative and teaching staff and requests additional personnel to meet the program’s needs as necessary. At least one full-time counselor will be replaced, depending on these district staffing processes and allocations. Table I-6. AHS Personnel 2013 Assignment 2015 Female Male 26 Female Male MiraCosta College Adult High School ACS WASC Progress Report Administration 1 0 1 0 Faculty Counselors Staff Librarian 14 4 6 2 6 0 3 1 7 9 18 3 3 0 11 1 Total 27 10 38 15 AHS Employees by Gender 2015 18 11 9 7 1 0 3 ADMINISTRATOR CLASSIFIED STAFF 3 0 COUNSELOR Female FACULTY 1 LIBRARIANS Male Figure I-9 AHS Employees by Gender 2015 Calendar System AHS utilizes an academic calendar approved by the district’s Board of Trustees and Academic Senate. Designated as the Noncredit Calendar, it operates on the same overall schedule as the Credit Academic Calendar as regards fall, spring, and summer start and end dates and all-campus holiday observations. Both calendars have four eight-week terms during the fall and spring and one term during the summer (Appendix F: 2015-2016 Noncredit and Credit Academic Calendars). 27 MiraCosta College Adult High School ACS WASC Progress Report Typical Load for the Average Student AHS offers courses in eight-week terms, scheduling two terms per semester. Table I7 shows that in the last five years, students enrolled in an average of two courses per term. This average is in line with the expectations of the program’s fast pace and students’ personal lives outside of the program. Table I-7. AHS Average Student Course Load over Five Years Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Average number of courses enrolled 2.47 2.38 2.23 2.33 2.34 Maximum classes enrolled by any one student in a semester 9 9 7 8 8 Community Information The program’s service area is Oceanside and Carlsbad under an agreement with the local unified school districts. AHS is located in the Community Learning Center (CLC) in a commercial area of Oceanside. Residential areas border the commercial area. Figure I-8 depicts a map of the geographic region served by the program. Approximately 62 percent of AHS students come from Oceanside; the second largest group of AHS students resides in Vista (13 percent), which is outside the service area. In analyzing this dynamic, the leadership team hypothesized that the proximity of the program’s boundaries to the CLC allows students to choose between the MiraCosta College AHS and the adult high school diploma program offered through the Vista Unified School District. 28 MiraCosta College Adult High School ACS WASC Progress Report Figure I-10. Geographical Map of AHS’s Service Area Population of Area Served by the School AHS uses zip codes to identify its service area and the remaining southern portion of the district’s area, as profiled in Table I-8. Table I-8. Zip Code Composition of MCCCD’s Service Area AHS Southern Portion of the district 92008 - Carlsbad NW 92007 - Cardiff 92009 - Carlsbad SE (La Costa) 92014 - Del Mar 29 MiraCosta College Adult High School ACS WASC Progress Report 92010 - Carlsbad NE 92024 - Encinitas 92011 - Carlsbad SW (La Costa) 92067 - Rancho Santa Fe 92054 - Oceanside S 92075 - Solana Beach 92055 - Camp Pendleton 92091 - Rancho Santa Fe 92056 - Oceanside E 92130 - Carmel Valley 92057 - Oceanside N 92058 - Oceanside (Central) Population Characteristics The chart below depicts the locations of all elementary and secondary basic skills programs being offered in the consortium, along with zip code boundaries that demarcate the density of populations who need these services. Figure I-11 Elementary Basic Skills by Zip Code 30 MiraCosta College Adult High School ACS WASC Progress Report *Zip code area 92055 represents Camp Pendleton, and while this area is not specifically assigned as a part of MCCCD, programs and services are often accessed by these students. The population of AHS’s service area is projected to increase by approximately 1.5 percent over the next five years and 2.5 percent over the next decade, as depicted in Table I-9. Table I-10. Five- and Ten-Year Population Projections Five and Ten-Year Population Projections 5-yr 5-yr % 10-yr 10-yr % City 2010 Pop 2015 Pop 2020 Pop Growth Growth Growth Growth 158,771 161,962 163,632 3,191 2.00% 4,861 3.10% Oceanside 99,576 101,519 102,879 1,943 2.00% 3,303 3.30% Carlsbad 49,250 49,517 49,795 267 0.50% 545 1.10% Encinitas 42,969 42,957 43,149 -12 0.00% 180 0.40% San Diego (Carmel Valley) Camp Pendleton 35,268 36,572 37,030 1,304 3.70% 1,762 5.00% 14,220 14,345 14,433 125 0.90% 213 1.50% Del Mar 13,282 13,315 13,430 33 0.20% 148 1.10% Rancho Santa Fe 13,233 13,481 13,664 248 1.90% 431 3.30% Solana Beach 10,610 10,694 10,727 84 0.80% 117 1.10% Cardiff by the Sea North Section 236,053 241,469 244,160 5,416 2.30% 8,107 3.40% 201,126 202,893 204,580 1,767 0.90% 3,454 1.70% South Section C h a n g e b y Change by Change by Change by Change by Chang e by % 20 25 % 2030 % 203 5 % 2040 % 204 5 2035 2040 2045 2050 % 2020 31,982 32,741 33,296 33,244 33,280 6.9 11 .3 15.4 18.1 20.1 19.9 20,366 20,508 20,749 20,718 20,701 20,700 35.3 37 .0 37.9 39.5 39.3 39.2 43,455 44,077 44,404 44,546 44,318 44,278 44,328 5.2 7.5 7.9 7.3 7.2 24,207 24,666 24,956 25,262 25,178 25,150 25,160 6.3 9.6 11.0 10.6 10.5 Zip Code 2012 2020 2025 Carlsbad - 92008 27,720 29,632 30,847 Carlsbad - 92010 14,870 20,121 41,297 22,767 La Costa - 92009 La Costa - 92011 Cha nge by 2030 31 6. 7 8. 3 % 2 0 5 0 2 0 . 1 3 9 . 2 7 . 3 1 0 MiraCosta College Adult High School ACS WASC Progress Report Camp Pendleto n - 92054 38,116 40,440 42,397 44,684 46,642 46,909 46,902 46,936 6.1 11 .2 17.2 22.4 23.1 23.1 Oceansid e - 92056 52,333 55,451 56,719 57,489 57,663 57,756 57,858 57,955 6.0 8. 4 9.9 10.2 10.4 10.6 Oceansid e - 92057 55,101 57,869 58,946 59,158 59,259 59,502 59,240 59,487 5.0 7. 0 7.4 7.5 8.0 7.5 Oceansid e - 92058 23,498 23,827 24,049 24,242 24,733 24,878 24,824 24,743 1.4 2. 3 3.2 5.3 5.9 5.6 Grand Total 275,70 2 295,00 2 302,06 7 307,42 3 311,59 5 312,55 5 312,19 7 312,58 9 7.0 9. 6 11.5 13.0 13.4 13.2 . 5 2 3 . 1 1 0 . 7 8 . 0 5 . 3 1 3 . 4 The 2011 Comprehensive Master Plan does not project enrollment growth in AHS over the next decade; however, marginal growth can be accommodated through reallocations of noncredit hours. Anticipated Changes AHS’s service area gender population percentages are predicted to remain the same over the next ten years. Males will remain a greater percentage in the 20- to 24-yearold category, due likely to the presence of the Marine Corps Base Camp Pendleton in the primary zip code area. Significant changes in gender are not expected over the next 35 years, as Table I-10 demonstrates. Table I-11. AHS’s Service Area Gender Projection Year Females Males 2010 49% 51% 2020 48% 52% 2030 48% 52% 32 MiraCosta College Adult High School ACS WASC Progress Report * Female Male 2012 2020 2025 2030 2035 2040 2045 2050 139,990 150,133 154,487 158,365 161,697 163,171 163,615 163,883 135,712 144,869 147,580 149,058 149,898 149,384 148,582 148,706 275,702 295,002 302,067 307,423 311,595 312,555 312,197 312,589 2012 2020 2025 2030 2035 2040 2045 2050 Female Male 51% 49% 51% 49% 51% 49% 52% 48% 52% 48% 52% 48% 52% 48% 52% 48% * Note that these include all residents, not just those 18 and over. The two age pyramids illustrated in Figures I-12 and I-13 show the current and projected age and gender makeup of AHS’s service area. Counts of females in each age category are on the left, and counts of males are on the right. Population Projection by Age & Gender - 2012 80+ 70 to 79 60 to 69 50 to 59 40 to 49 30 to 39 20 to 29 10 to 19 Under 10 -25000 -20000 -15000 -10000 -5000 0 Female 5000 Male 33 10000 15000 20000 25000 MiraCosta College Adult High School ACS WASC Progress Report Figure I-12. Age and Gender Pyramid for the AHS Service Area – 2012 Population Projection by Age and Gender - 2030 80+ 70 to 79 60 to 69 50 to 59 40 to 49 30 to 39 20 to 29 10 to 19 Under 10 -25000 -20000 -15000 -10000 -5000 0 Female 5000 10000 15000 20000 25000 Male Figure I-13. Age and Gender Pyramid for the AHS Service Area – 2030 Although the ethnicity of AHS’s service area will likely not change much over the next ten years, as Figure I-10 illustrates, the current ethnic breakdown of AHS students does not mirror that of the population. While Hispanics comprise approximately 68 percent of the AHS student population, they comprise only 22 percent in the program’s service area. Further investigations from the increased data access and use will help explain the difference and assist the program in providing the appropriate services and supports for students. 34 MiraCosta College Adult High School ACS WASC Progress Report 59.0% 60% 53.6% 50% 40% 31.2% 30% 26.6% 20% 10% 0% 3.5% 4.5% 0.4% 0.4% 7.0% 6.8% 0.2% 0.2% 2010 Census 2030 Forecast 3.3%3.3% (Source U.S. Census Bureau: State and County QuickFacts. Data derived from Population Estimates, American) 35 MiraCosta College Adult High School ACS WASC Progress Report Projected Ethnic Makeup by Service Area 2012-2050 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2012 White 2020 Two or More 2025 Pacific Islander 2030 Other 2035 Hispanic 2040 Black 2045 Asian 2050 American Indian Figure I-14. Change in Ethnic Makeup of the AHS Service Area 2010 and 2030 Student Learning Data The program captures and reviews five critical metrics to measure student success and achievement: retention, success, diploma completion rate, transition to MiraCosta College credit, and workforce related success measures. • Retention is defined as the percentage of students who enroll and do not withdraw from the class. This definition applies to both credit and noncredit programs. • Success in AHS classes is defined as the percentage of students who pass a course with a grade of “D” or better. Some students are awarded an “NP” to indicate they have passed one or more competency areas, but the student does not receive credit for the course, nor is the “NP” score considered course “success,” according to existing data metrics. This internal issue needs to be addressed in order to more accurately reflect AHS student success. Success rates are disaggregated based on gender, ethnicity, and age. Additionally, success rates are reported by discipline. • Diploma completion rate is measured in two ways: the number of diplomas granted in an academic year and the percentage of students who receive a high school diploma within five years of their first enrollment. • Transition to MiraCosta College credit is based on the percentage of first-time AHS 36 MiraCosta College Adult High School ACS WASC Progress Report students who took at least one credit course after their first AHS course. Students with previous college credit are not included in the cohort. Students who attempted another credit course simultaneously or following their first AHS course were included in the percentages. • Workforce success measures include student self-reported plans after receiving their diplomas. Retention and Success Course retention is an indicator of student perseverance throughout the term. Student success measures the successful credit towards the diploma. Retention and success rates have remained relatively constant during the last five academic years despite enrollment fluctuations, curricula adjustments, and student changes. The AHS leadership team has reflected on the value of such aggregate metrics and why the rates are constant. To identify key issues, AHS has outreached to OIE for ways to disaggregate the data to discover group differences in outcomes. Additionally, AHS would like to learn about the retention rates at peer adult high school programs to better assess whether the retention and success rates are at acceptable levels. Figure I-XX displays the program’s retention and success rates for the last five academic years. 37 MiraCosta College Adult High School ACS WASC Progress Report Success and Retention by Academic Year 90% 83% 82% 78% 80% 70% 64% 63% 60% 59% 58% 60% 79% 77% 50% 40% 30% 20% 10% 0% 2010-2011 2011-2012 2012-2013 Success 2013-2014 2014-2015 Retention Figure I-15. Success and Retention of All AHS Enrollments On average, retention rates exceed 75 percent. The high and consistent rates may be attributed to the short-term, eight-week courses that comprise the program. Table I11 displays the program’s retention rates by discipline for the past five academic years. Table I-12. AHS Retention by Discipline 201011 201112 201213 201314 201415 High School American Government 84% 90% 61% 72% 72% High School Economics 79% 87% 69% 79% 76% High School English 81% 84% 57% 81% 80% High School Introduction to Fine Arts 78% 79% 73% 71% 76% High School Mathematics 82% 81% 52% 74% 76% High School Science 85% 80% 59% 76% 82% 38 MiraCosta College Adult High School ACS WASC Progress Report High School U.S. History 78% 80% 59% 65% 89% High School World History and Geography 85% 82% 68% 84% 86% Grand Total 81% 83% 61% 76% 78% Retention rates and success rates vary across disciplines, as Table I-12 illustrates. The leadership team is particularly interested in the potential barrier relatively low success in core subjects such as mathematics and American government might play in students achieving their diploma. Also, the gap between retention and success rates in mathematics reveals a potential need for additional support, such as a math learning center that could provide struggling students with the help they need to successfully complete the class. Table I-9. AHS Success by Discipline 201011 201112 201213 201314 201415 High School American Government 73% 82% 61% 62% 66% High School Economics 64% 73% 69% 70% 59% High School English 64% 63% 57% 57% 56% High School Introduction to Fine Arts 75% 66% 73% 65% 74% High School Mathematics 57% 59% 52% 59% 59% High School Science 62% 61% 59% 60% 64% High School U.S. History 62% 63% 59% 53% 72% High School World History and Geography 74% 73% 68% 74% 83% Grand Total 64% 67% 61% 59% 67% 39 MiraCosta College Adult High School ACS WASC Progress Report Success by Age, Ethnicity, and Gender Success rates for younger students tend to be lower than for students over the age of 25, as Table I-13 demonstrates. Since over 60 percent of AHS students are under the age of 25, the leadership team wants to explore the role motivation plays in student success and how motivation might be increased in younger learners. Table I-14. Success Based on Age 17 and Under 18-20 21-24 25-29 30-34 35-39 40-44 45-54 55-64 65 and Older Overall 2010-11 53% 54% 70% 67% 73% 71% 71% 79% 58% 82% 68% 2011-12 59% 54% 65% 71% 75% 82% 81% 76% 62% 50% 68% 2012-13 51% 47% 58% 66% 68% 77% 60% 73% 65% 78% 64% 2013-14 57% 47% 51% 64% 75% 76% 78% 72% 83% 75% 68% 2014-15 56% 45% 55% 68% 69% 80% 87% 72% 46% 75% 65% Success rates for Hispanic students, the largest group of students enrolled in the program, are at or exceed the overall success rate of AHS students and are higher than for whites, the second largest group, as Table I-14 makes evident. However, the leadership team is concerned with the low success rates for African-Americans and Native Americans despite the lower enrollment numbers. Table I-15. AHS Success Rates Based on Ethnicity 2010-11 2011-12 2012-13 2013-14 2014-15 American Indian/Alaska Native 29% 56% 29% 54% 9% Asian 77% 73% 73% 75% 68% Black/African American 56% 50% 37% 60% 55% Hispanic 63% 66% 58% 59% 62% Pacific Islander 68% 59% 78% 50% 68% 40 MiraCosta College Adult High School ACS WASC Progress Report Two or More Races 53% 50% 55% 40% 49% Unknown 62% 74% 43% 35% 49% White 64% 60% 60% 59% 57% Overall 59% 61% 54% 54% 52% Female success rates exceed those of male students for each of the past five academic years, as Table I-15 demonstrates. The AHS leadership team has asked the Office of Institutional Effectiveness (OIE) to provide success rates cross-tabulated for all three groups because greater granularity in the data will provide sub-group differences. Table I-16. Success Rates by Gender 2010-11 2011-12 2012-13 2013-14 2014-15 Female 67% 66% 61% 63% 65% Male 60% 62% 55% 54% 55% Overall 63% 64% 58% 59% 60% Transition to MiraCosta College Credit Graduation numbers over the past five academic years have been relatively stable, as Figure I-12 makes evident. The 2010-2011 academic year had a larger number of graduates, which paralleled the increase in enrollment for that time period. 41 MiraCosta College Adult High School ACS WASC Progress Report High School Diplomas 120 108 100 101 85 85 75 80 60 40 20 0 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Figure I-21. High School Diplomas Awarded by Academic Year The leadership team has attempted to create measures that track time to completion; however, due to varied student goals for taking AHS courses, capturing more meaningful metrics has been elusive. Currently AHS tracks the rate of students who obtain the diploma within five years of first enrolling in the program, which is illustrated in Figure I-13. Analysis based on reviewing the metric have been inconclusive because the rates include students whose goal is not to receive a high school diploma, such as students concurrently enrolled in traditional high school and those who take the courses for selfimprovement. Beginning fall 2012, the program began collecting additional information from new students at enrollment that captures their intent for enrolling in AHS; upon further review of this enrollment information, however, the data remain as generated through a supplemental questionnaire remain inconclusive as related to stated goals and completion of those goals. As such, the noncredit research analyst is working with noncredit student services and support to collect more detailed data during the enrollment process. Future analysis will provide a better picture of the time to completion. 42 MiraCosta College Adult High School ACS WASC Progress Report 25% 20% 20% 18% 18% 16% 15% 14% 15% 16% 16% 14% 13% 12% 10% 5% 0% Year Degree Awarded Cohort Year Entire Cohor t 20 05 20 06 200 6200 7 200 7200 8 200 8200 9 200 9201 0 201 0201 1 201 1201 2 201 2201 3 201 3201 4 201 4201 5 No Degr ee % Receiv ing Degre e within 5 Years 2005-2006 851 22 24 17 15 16 5 5 3 3 2 739 11% 13% 2006-2007 710 21 32 7 9 5 5 3 2 4 622 10% 12% 2007-2008 656 29 28 22 7 14 4 1 1 550 15% 16% 2008-2009 690 27 30 16 8 6 4 3 596 13% 14% 2009-2010 530 35 24 13 7 6 2 443 16% 16% Total % Receving Degree Figure I-22. AHS Students Receiving a High School Diploma Within Five Years The program also defines completion as successful enrollment in the college’s credit courses. As the college’s district strategic plan details, increasing the rate of students transitioning from noncredit to credit programs is an institutional objective. Figure XX represents the enrollment patterns of nine separate AHS student cohorts. Students within each cohort were first-time AHS students in that academic year. These data were disaggregated by students who did and did not receive an AHS diploma. Each cohort is measured from the point of enrollment to the 201443 MiraCosta College Adult High School ACS WASC Progress Report 2015 academic year, so the more recent cohorts will not have had as much time as their predecessors to achieve the outcome. There has been an increase in the credit enrollment of diploma holders between 2010 and 2013, due to increased programmatic and other support for students transitioning from noncredit to credit coursework. AHS faculty, staff, and administration will continue to monitor this metric over time, determining how best to facilitate student transitions to credit pathways, should students indicate that as their educational goal. 60% 50% 49% 44% 39% 40% 38% 32% 32% 31% 34% 30% 20% Has Not Earned Diploma 19% 16% 18% 19% 17% 16% 12% Has Earned Diploma 11% 10% 7% 6% 0% Figure XX: Credit Enrollments by Noncredit AHS Students (by Cohort) Figure XX represents the entire AHS population and their transition to credit courses. Similar to cohort patterns represented in Figure XX, the percentage of AHS students transitioning to credit courses eight years following their first enrollment is 23%, though almost half of the students with high school diplomas make the transition. AHS faculty, staff, and administration are exploring options to determine whether educational goals match credit enrollment and, if not, how to increase transitions from AHS to credit courses and programs. 44 MiraCosta College Adult High School ACS WASC Progress Report Table I-10 AHS Students Enrolled in MiraCosta College Credit Courses AHS to Credit Credit before NC No Credit Enrollment 2005-2006 23% 5% 71% 2% High School Diploma 49% 3% 48% 0% No Diploma 19% 5% 74% 2% 2006-2007 20% 8% 71% 2% High School Diploma 44% 6% 49% 1% No Diploma 16% 8% 74% 2% 2007-2008 22% 9% 68% 2% High School Diploma 39% 12% 48% 2% No Diploma 18% 8% 71% 2% 2008-2009 21% 7% 71% 1% High School Diploma 32% 8% 56% 3% No Diploma 19% 7% 74% 1% 2009-2010 15% 8% 75% 2% High School Diploma 32% 6% 59% 3% 45 Simultaneous AHS and CRED First Terms MiraCosta College Adult High School ACS WASC Progress Report No Diploma 12% 9% 78% 1% 2010-2011 14% 11% 75% 1% High School Diploma 31% 15% 53% 2% No Diploma 11% 10% 78% 1% 2011-2012 19% 8% 72% 1% High School Diploma 34% 11% 53% 2% No Diploma 16% 8% 75% 1% 2012-2013 11% 8% 81% 0% High School Diploma 38% 16% 45% 2% No Diploma 7% 7% 86% 0% 2013-2014 7% 5% 87% 1% High School Diploma 17% 7% 77% 0% No Diploma 6% 5% 88% 1% 18% 7% 74% 1% Grand Total Figure I-23. AHS Students Enrolled in MiraCosta College Credit Courses Workforce Success Measures 46 MiraCosta College Adult High School ACS WASC Progress Report AHS has collected anecdotal information about future workforce plans from students attending the graduation ceremony. More adequate and reliable methods, such as surveys used by the California Community Colleges Chancellor’s Office or the Research and Planning Group of California, are needed to provide systematic data on job placement. In Section II: Significant Changes and Developments, plans to improve workforce success measures are discussed in relation to AEBG, the Adult Education Block Grant. Summary AHS student demographics differ from the general MiraCosta Community College District population and the overall community that the district serves. Located in a low-income area with a diverse population, the program has a unique opportunity to educate underrepresented groups and be prepared for the demographic and social changes expected in the future. AHS is striving to improve through acquiring more meaningful data to better analyze the needs of the students from enrollment to graduation and beyond. 47 MiraCosta College Adult High School ACS WASC Progress Report II: Significant Changes and Developments • • Include a description of any significant changes and/or developments, i.e., program additions since the last full visit, changes in student enrollment, staffing changes. Describe the impact these changes and/or developments have had on the school and/or specific curricular programs. Fiscal Climate Since the 2013 MiraCosta College AHSDP Self-Study Postsecondary Report and related WASC visit, the college’s economic forecast has improved. Due to its basic aid funding structure, MiraCosta College was able to maintain its status quo during the recession that forced many other adult education institutions to significantly reduce operational and programmatic expenditures. In fiscal year 2013-2014, the college was able to fund some program review plans, but in 2014-2015, the fiscal climate rebounded. As a result, the college allocated approximately $600,000 to converting long-time temporary employees to permanent positions; this conversion directly impacted AHS support, as described in “Expansion of Continuing Education.” In addition, with funding from the Adult Education Block Grant (AEBG), noncredit Student Success and Support Program, and the Basic Skill Initiative, the college and its AHS have been able to use that funding to augment instructional offerings and service levels. Grant-funded initiatives bypassed the normal resource allocation process and were sent directly to the college’s executive management team for approval. As such, the college was able to add to AHS programs, as detailed in the following section, “Legislation Implementation.” Legislation Implementation Adult Education Block Grant (AEBG)/ Assembly Bill (AB) 86 Wage gain and gainful employment measures have been the focus of the state and federal governments over the past two years. AHS has been looking at options for collecting these data. Specifically, the Research and Planning Group of California developed a CTE Employment Outcomes Survey in 2012 (Appendix G: RP Group CTE Survey); AHS is considering using this tool when a student petitions for graduation. As another option, noncredit research staff are gathering information related to determining employment outcomes. As a model, they are examining a study conducted for Cabrillo College’s Career/Technical Education (CTE) program, 48 MiraCosta College Adult High School ACS WASC Progress Report whereby graduates completed surveys that captured their intended goals as compared to their achieved goals. The survey included questions such as, “If you stopped taking classes at Cabrillo before completing a program, please tell us why you left.” To ascertain employment outcomes, the survey asked alumni about employment status, wages, and satisfaction with the college’s ability to prepare them for their career. As part of the Adult Education Block Grant, which focuses on career pathways, MiraCosta College is working to conduct a similar study based on regional demographic information and market needs; the study will be designed to collect information related to AHS students. In addition, the noncredit research agenda includes a qualitative study created to examine the contributing factors to AHS and other noncredit students “stopping out” and curtailing their studies before completion. With Assembly Bill (AB) 86 and its implementation grant (AEBG), MCCCD and San Dieguito Union High School District (SDUHSD) have formed the Coastal North County Adult Education Consortium (CNCAEC). As such, MCCCD has continued to evolve its relationship with regional adult education providers: In 1973, MCCCD, Carlsbad Unified School District (CUSD), and Oceanside Unified School District (OUSD) signed memorandums of understanding (MOUs), whereby MCCCD assumed full responsibility for adult education in the northern region of the CNCAEC district. In the southern region, SDUHSD has been the sole adult education provider, but has begun to phase out its adult high school. MCCCD and SDUHSD have signed a MOU whereby MCCCD began piloting adult high school classes at Sunset High School, a SDUHSD continuation school. In fall 2015, MCCCD associate faculty taught four classes: English, history, algebra. MCCCD has been collaborating with SDUHSD to provide administrative support as well. MCCCD and SDUHSD anticipate that, by July 2016, SDUHSD will phase out its adult high school and MCCCD will establish a similar memorandum of understanding with SDUHSD similar to that of OUSD and CUSD. In essence, MCCCD will become the sole provider of adult education in the region. In addition to SDUHSD phasing out its adult high school and MCCCD becoming the region’s sole adult education provider, CNCAEC will utilize its resource allocation rubric to determine whether and to what extent MCCCD might expand its AHS. In September 2015, CNCAEC was notified that it was awarded $1,001,000 for its AEBGrelated work. In October 2015, CNCAEC began using a resource allocation rubric to determine the feasibility of any AHS expansion. 49 MiraCosta College Adult High School ACS WASC Progress Report Based on AEBG data reports, the MCCCD Budget & Planning Committee updated its 2015-2020 Educational Master Plan (EMP) to include information about AHS as it relates to the fulfillment of area demographics and workforce needs; specifically, the committee relied on community demographic information (age, gender, socioeconomic status, project population growth, and workforce needs, for example) gathered in association with AEBG to inform the district’s enrollment management plan, an EMP addendum (Appendix H: Educational Master Plan). The EMP documents the district’s continued responsiveness to service area community needs; as those needs shift, each iteration of the EMP is updated accordingly. The 2015-2020 EMP specifically and clearly calls out noncredit programs and AHS as a means to react to dynamic regional economic indicators. To complete this work, a Budget & Planning subcommittee formed in spring 2015, reviewed the AEBG-related demographic and workforce needs data, and began drafting the enrollment management plan, a future-focused document that looks at enrollment over the next five years. The work related to AEBG addresses an institutional critical areas for follow-up, as recommended in the 2013 WASC visit: Specifically, this work establishes “meaningful data for decision making and program improvement” and “relevant data points…as the school seeks to improve schoolwide academic achievement.” Through the noncredit research agenda, quantitative data show success and retention rates and qualitative data present student perspectives on barriers and bridges to success and retention; overall, the research agenda examines how students are encouraged and discouraged to complete their adult education goals and transfer to credit programs and employment. Noncredit Student Success and Support Program (SSSP) Similar to AEBG, MCCCD has received funding from SSSP, a state funded program that targets the implementation of core services: orientation, counseling, advising, and other education planning areas. On October 30, 2015, the advisory board for noncredit SSSP submitted the plan for 2015-2016. Adult High School, ESL, Shortterm Vocational, and Counseling provided input in the areas of orientation, testing, and advisement. Each department identified gaps in services to students and created an action plan to address those gaps. Changes to date include more user-friendly webpage and application, processing continuing students while class is in session, and providing refreshments and student ambassadors during registration to answer 50 MiraCosta College Adult High School ACS WASC Progress Report questions and help new students feel welcome. Students were surveyed during the registration process and, as result, noncredit SSSP is examining ways to streamline that process. With the intent of maximizing efficiencies and accessibility, the advisory board will continue to discuss changes in registration. For example, adult high school is exploring an e-testing format, which would allow students to test more efficiently. In addition, a new testing center is being planned, which will enable testing to take place on-demand throughout the term rather than only five times per term. This will alleviate wait time to see a counselor after taking the placement test. Starting in spring 2016, students will be able to take the test and make an appointment to see a counselor immediately after. Similar to AEBG, SSSP augments funding and, therefore, bolsters AHS student services. As an impact of SSSP funding requirements, the AHS assessment tool will change to CASAS, since the California Community College Chancellor’s Office (CCCCO) has not approved the current assessment tool, TABE. CCCCO will be implementing a common statewide assessment tool, but that implementation will not take place until approximately 2017. As a vital component of this program, the noncredit SSSP project coordinator is collaborating with credit SSSP personnel to encourage student transitions from noncredit to credit. The SSSP project coordinator has planned a calendar of events, which began in fall 2015; this calendar is referenced in “Critical Areas for Response” and included as Appendix I: SSSP Calendar of Events. In short, in response to the critical areas follow-up, noncredit SSSP has surveyed students, identified areas to expand student engagement, and planned accordingly. Due to staffing transitions and anticipated changes based on incoming CCCCO MIS data, some action plan deadlines have not been met, but the college is positioned to fulfill grant requirements as soon as possible. Basic Skills Initiative (BSI) Continuing Education received notification of available Basic Skills Initiative funding and responded accordingly: Faculty leads met with the dean, counselors, and noncredit SSSP coordinator in early spring of 2015 to develop a process for making a BSI request. The team generated a list of needed items based on feedback from the represented groups at the next meeting. The decision was made to concentrate the requests on the community learning lab since all programs had and continue to have increased presence there. Specifically, the list included: • • Signage Independent study areas for test taking and pronunciation practice 51 MiraCosta College Adult High School ACS WASC Progress Report • • Supplies (including a label maker, visual aids, and paper organizers) Two mobile labs with 30 tablets each to allow computer instruction in non-lab classrooms The group completed the request and BSI funds were granted and spent on the items above. In addition, the group decided to continue meeting in the fall of 2015 to begin the feedback and action plan process even earlier, and to move towards using the process yearly to anticipate needs and wants across programs. Staffing Since the last WASC visit, MCCCD continuing education has undergone several staffing changes: • • • • • • The former dean of continuing education, transferred to a lateral position in Student Services. A new dean has been appointed on an interim basis. MCCCD expects to recruit a permanent dean in the fall of 2015, with the position beginning in the spring of 2016. On July 1, 2014, MCCCD hired an additional full-time noncredit counselor, thus, increasing the number of full-time noncredit counselors to two. As of July 1, 2015, both full-time noncredit counselor positions were vacated, leaving noncredit counseling with no full-time faculty leadership. As of July 1, 2015, all noncredit counselors were reassigned to report to the MCCCD dean of counseling and student development. This new organizational structure may impact noncredit counseling support for AHS students, especially should the full-time counseling positions remain unfilled. The CLC has appointed an interim noncredit SSSP coordinator. This position coordinates daily counseling operations that serve all noncredit students, including AHS. The noncredit SSSP coordinator works under the direction of the dean of continuing education to plan, organize, and implement the noncredit SSSP program for noncredit students; SSSP also currently oversees outreach and engagement opportunities for students, faculty, and staff, but that organizational structure may be changed. The CLC has also created and filled a position for an interim noncredit research analyst. The noncredit research analyst conducts research and assists the district and the CNCAEC in using research to guide resource allocation and practice. Specifically, the research analyst: researches, analyzes data, and prepares reports across program projects; assesses the implications of survey and research findings for policy and practice, and provides technical 52 MiraCosta College Adult High School ACS WASC Progress Report assistance to the district and consortium members in data-driven program improvement. Expansion of Continuing Education Services On an annual basis, the college conducts program review, a process graphically represented in Figure XX, which summarizes the student learning outcomes assessment cycle. During this time, program funding requests are established and prioritized based on the following criteria: their alignment with the District mission statement, with institutional goals, and with program review student learning outcomes, administrative unit outcomes, and service area outcomes; they are also evaluated on how well they include measurable outcomes, an implementation plan, and an assessment plan. Since the 2013 adult high school self-study report and WASC visit, MiraCosta College district-wide library services conducted its program review, which referenced a 161% increase in Community Learning Center student reference transactions from 2010-2011 to 2012-2013. As such, the College allocated resources for expanded library services at the Community Learning Center, as detailed below. Likewise, the district Writing Center has expanded its presence at the Community Learning Center and, specifically, in AHS classrooms, as also detailed below. Library Services With funding from the Basic Skills Initiative, Community Learning Center library services expanded in the 2014-2015 academic year: While library services were previously available in the evening for three hours per week, with additional Basic Skills Initiative funding, evening library services are now available to AHS students for six hours per week. More specifically, for the 2015-2016 academic year, the library now offers evening services for three (3) two-hour periods per week. This increased level of service provides AHS students with expanded opportunities to meet with librarians who assist students with conducting and documenting research, a requirement for many AHS classes. Library services also entails providing information during orientation, supporting reading festival and other literacy-related activities, and circulating required and supplemental classroom materials, including DVDs and audio recordings for students with special learning needs. As detailed graphically in Appendix J: CLC Library Statistics 2014-2015, in the 2014-2015 academic year, library staff presented 71 orientations and workshops with over 1500 students in attendance; they also worked with faculty and staff to coordinate curriculum across disciplines in conjunction with the Community 53 MiraCosta College Adult High School ACS WASC Progress Report Learning Center Reading Festival, a three-day annual event that culminated with the selected author discussing their work in classroom and campus-wide settings. In 2014-2015, for example, a committee selected a book about the Holocaust and the library provided copies of the book and related books, audio books, DVDs, and other materials related to the subject and event. Library staff also developed comprehensive online guides for the 2014-2015 and 2015-2016 reading festivals, with extensive references and resources related to each festival’s topic. In addition, library staff have collaborated with AHS faculty to create a cross-disciplinary online resource guide, with tabs for specific AHS courses; this guide encourages information literacy and provides details on how to most effectively utilize library resources for particular courses, assignments, and competencies. In short, the library’s presence in Continuing Education and AHS has grown and library staff and services have become an increasingly integral component to the noncredit campus culture. Writing Center Services The MiraCosta College Writing Center has expanded its services to Continuing Education and AHS, with writing coaches and consultants being placed in AHS classes. As a result of the temporary-to-permanent employee conversion process discussed in “Fiscal Climate,” the Writing Center now provides two part-time (20 hours per week each) permanent writing coaches to Continuing Education and AHS. These writing coaches, who typically have advanced degrees and extensive teaching experience, give AHS students one-on-one reading and writing support on specific assignments. The writing coaches are also available to work with AHS students during open computer lab sessions. These services supplement classroom instruction and allow students to focus on literacy skills that are critical across disciplines and across academic and professional contexts. Service Area Changes As noted previously, in 2015, SDUHSD began phasing out its adult high school and requested that MiraCosta College extend their AHS program into its district. The addition of SDUHSD students impacted student demographics as represented in the following tables, beginning with geographical distribution, which, by nature of the service area change, shifted southward, as table X0 represents. 54 MiraCosta College Adult High School ACS WASC Progress Report Table X0. 2014-2015 AHS Student Residency CITY Oceanside Vista Carlsbad Fallbrook Encinitas San Marcos Carmel Valley Escondido San Diego Solana Beach Bonsall Cardiff San Luis Rey Temecula Borrego Springs Del Mar El Cajon La Mesa Los Angeles Murrieta National City Rancho Santa Fe Grand Total CLC Count 492 104 95 27 25 11 0 8 8 5 3 2 2 2 1 1 1 1 1 1 1 1 792 CLC Percent of Total 62.12% 13.13% 11.99% 3.41% 3.16% 1.39% 0% 1.01% 1.01% 0.63% 0.38% 0.25% 0.25% 0.25% 0.13% 0.13% 0.13% 0.13% 0.13% 0.13% 0.13% 0.13% 100.00% SDUHSD Count 0 0 20 0 70 2 10 1 0 6 0 12 0 0 0 1 0 0 0 0 0 1 123 SDUHSD and CLC Total Percent 53.77% 11.37% 12.57% 3.0% 10.38% 1.4% 1.1% .1% .9% 1.2% .38% 1.5% .22% .22% .1% .22% .1% .1% .1% .1% .1% .22% 100.00% With the addition on 123 AHS students at SDUHSD in the southern region of the MCCCD district, student population ethnicity shifted slightly in age and more significantly in ethnicity. For age, students at SDUHSD tend to be younger, as represented in Table XX1; for ethnicity, a greater number of White students comprise the student population at SDUHSD than at the CLC, as detailed in Table XX2. 55 MiraCosta College Adult High School ACS WASC Progress Report Table XX1. 2014-2015 AHS Enrollment by Age (Percentage) CLC SDUHSD 2014-15 2014-2015 CLC and SDUHSD 2014-2015 17 and Under 16.41% 0.0% 14.0% 18 to 20 27.02% 50.0% 30.0% 21 to 24 16.92% 30.0% 18.0% 25 to 29 17.30% 14.0% 16.0% 30 to 34 9.85% 4.0% 9.0% 35 to 39 4.17% 2.0% 3.0% 40 to 44 3.66% 0.0% 3.0% 45 to 54 6.94% >1.0% 6.0% 55 to 64 0.76% 0.0% 0.6% 65 and Over 0.76% 0.0% 0.4% Total 100.00% 100.00% 100% Table XX2. 2014-2015 AHS Enrollment by Age (Numbers) CLC SDUHSD 2014-15 2014-2015 CLC and SDUHSD 2014-2015 17 and Under 130 0 130 18 to 20 214 61 275 21 to 24 134 37 171 25 to 29 137 17 154 30 to 34 78 5 83 35 to 39 33 2 35 40 to 44 29 0 29 45 to 54 55 1 56 55 to 64 6 0 6 65 and Over 6 0 0 56 MiraCosta College Adult High School ACS WASC Progress Report Total 792 123 915 At the CLC, over 68% of students were Hispanic; at SDUHSD, 51% were Hispanic. Combining the CLC and SDUHUSD, 66% of students were Hispanic. While the percentage of Hispanic students decreased, the percentage of White students increased: At the CLC, 16.3% of students were White; at SDUHSD, 41% of students were White. Combined, the grand total became Table XX. AHS 2014-2015 Enrollment by Ethnicity CLC and SDUHSD CLC SDUHSD 2014-15 2014-2015 Alaska Native 0.9% >1% >1.0% Asian 6.2% >1% 6.0% African American 4.2% 0% 4.0% Hispanic 68.1% 51% 66.0% Pacific Islander 0.9% 0% >1.0% Two or More Races 1.5% 0% 1.0% Unknown 2.0% 6% 1.0% White 16.3% 41% 20.0% Grand Total 100% 100% 100% 2014-2015 Grand Total American Indian/ Black/ 57 MiraCosta College Adult High School ACS WASC Progress Report III: Ongoing School Improvement • • Describe the process of engagement of all stakeholders in review of the student achievement data and the implementation and monitoring of the schoolwide action plan. Describe the process used to prepare the progress report. Development of the Mid-Cycle Progress Report has been completed over a threeyear period, with the 2011-2014 strategic plan revised to include 2015-2017. Annual progress checks have been built into existing organizational planning structures: Implementation and monitoring of the schoolwide plan is discussed at all AHS department meetings and amongst the dean of continuing education, the Office of Institutional Effectiveness dean and staff, and the noncredit technical writer/research analyst; all parties met monthly to track progress as cross-departmental team members wrote, reviewed, and edited content on a regular basis. The continuing education leadership team worked with the district’s Office of Institutional Effectiveness to develop the process for creating the report. The AHS leadership team provided the core evidence collection, data analysis, and synthesis of progress for section I and section IV. In order to provide this information to the division leadership team, the program teams implemented department goals, including those contained in the Action Plan, and regularly discussed and evaluated progress during regular AHS department meetings. The revision, which overlaps with the district’s accreditation cycle, includes parts that relate to adult education and adjustments made mid-cycle. AHS paused in writing its strategic objectives so that the AHS plan aligned with the district’s strategic plan. Program teams collected evidence for the Mid-Cycle Progress Report from a variety of sources, including student and staff surveys, student focus groups, advisory groups, faculty and staff meetings, and other college documents. An important activity that contributed to the development of the Mid-Cycle Report was the participation of the Adult Education Block Grant/AB86 work group, composed of faculty, classified program representatives, and management. The work group discussed significant changes in the division, external and internal factors impacting division work, and Action Plan progress. In early fall 2014, a midcycle kick-off meeting was held with the work group and the AHS leadership team. Together they reviewed the Mid-Cycle Report timeline and completion progress, devised plans and tools to facilitate participation in the writing process, and explored ways to encourage continual engagement of all constituencies in the Mid58 MiraCosta College Adult High School ACS WASC Progress Report Cycle Report development. The leadership team drafted chapters 2, 3, and 5, using feedback from the work group and division planning for institutional effectiveness annual summaries. Throughout the Mid-Cycle Report development, the leadership team also validated data and evidence collected, revised narrative drafts, and communicated progress to division employees. In late fall 2014, the Adult Education Block Grant/AB86 work group participated in an all-day Mid-Cycle Report Retreat. In preparation for the meeting, work group members reviewed their Program and Division Planning for Institutional Effectiveness (PIE) summaries for the past three years and brought ideas to share at the meeting. There was meaningful discussion about the next steps for the Action Plans and upcoming changes in legislation that will impact work done for students. This group continues to meet on a quarterly basis, at which time they look at ways to improving programming. In January 2016, a working draft of the Mid-Cycle Report was posted on the district’s internal web portal and stakeholders were invited to contribute content and feedback. The leadership team incorporated changes before submitting the document to the Board of Trustees for review. The Board of Trustees approved the final document during their XXXX (date) meeting (Appendix K: Board of Trustees January 21, 2006 Minutes.) Institution’s Areas of Strength 1. MiraCosta College’s Adult High School and MiraCosta College have integrated services, planning, and strategies to create a seamless transition for students to access college classes and programs. 2. The MiraCosta College’s Administration and Board of Trustees have demonstrated a strong and ongoing commitment to the high school. 3. The Administration, Faculty, and Staff foster a culture of collaboration and open communication to carry out the school’s mission. 4. MiraCosta College’s Adult High School has a supportive, caring, knowledgeable Administration, Faculty, and Staff and a nurturing environment that supports expectations for all students. 59 MiraCosta College Adult High School ACS WASC Progress Report 5. Administration, Faculty, and Staff have created a robust system for serving students. The components of registration, student orientation, placement testing, counseling, and graduation planning ensure that students are supported at every phase as they enter the high school environment. 6. MiraCosta College’s Adult High School is committed to providing access to all students by providing flexible scheduling that includes day and evening hours. 7. Access to technology in classrooms and open labs provides a variety of learning modalities for students and faculty. 60 MiraCosta College Adult High School ACS WASC Progress Report IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan Provide analytical comments on the accomplishment of each schoolwide action plan section referencing the critical areas for follow-up addressed through each section; provide supporting evidence, including how each area has impacted student achievement. • If any critical areas for follow-up were not included in the school’s action plan, indicate what actions have been taken to address this issue and provide supporting evidence, including the impact on student achievement. Note: The school’s schoolwide action plan should have incorporated all the critical areas of • follow-up or major recommendations that were stated in the last self-study visiting committee report. Institution’s Critical Areas for Follow-Up 1. The Administration, Faculty and Staff need to review and quantify the current Schoolwide Learning Outcomes and create measureable benchmarks to connect to the curriculum, instruction, assessment, and school culture. The Schoolwide Learning Outcomes need to match the skills of the specific students at the school. 2. The Administration, Faculty and Staff need to create and implement a plan to increase capacity to access meaningful data for decision making and program improvement and use the data to drive instruction. Finding relevant data points are important as the school seeks to improve schoolwide academic achievement. 3. The Administration, Faculty and Staff need to create and implement a plan to incorporate various methods of learning linked to student data and schoolwide learning outcomes. Using technology as a tool to provide a variety of services should constitute a component of the plan. 4. The Administration, Faculty and Staff need to construct an infrastructure to increase collaboration with all full- and part-time faculty and staff providing a meaningful relationship to ensure all stakeholders participate in the decision making process and sharing of best practices. In addition, the Visiting Committee recommends: 5. The Administration, Faculty and Staff need to increase ways to communicate 61 MiraCosta College Adult High School ACS WASC Progress Report the various programs and opportunities the school provides to all students. This will engage students and provide avenues for student voices lo be heard throughout the various activities and service outreach projects. Responses to Critical Areas for Follow-up Area 1: The Administration, Faculty and Staff need to review and quantify the current Schoolwide Learning Outcomes and create measurable benchmarks to connect the curriculum, instruction, assessment, and school culture. The Schoolwide Learning Outcomes need to match the skills of the specific students at the school. Key Issue One: AHS needs to have more meaningful data and evidence to inform program improvement, evaluate progress on the institutional objective under the strategic plan, and increase student success. Specific Goal One: Discover meaningful data metrics as part of the existing database system which would help identify student educational goals, better track student progress through the program, assess progress on the strategic plan, and evaluate program effectiveness At the beginning of each school year, AHS faculty members receive data packets that include program information such as enrollment numbers, part-time to fulltime faculty ratios, grade distributions, and success and retention rates. This program review process is conducted for all of the college’s credit and noncredit programs. For the 2012-2013 school year, AHS received this data; for 2013-2014 and 2014-2015 school years, however, the data packets were incomplete. To ensure these data are fully captured on an annual basis, the CLC dean is working with the research analyst for noncredit programs, the district’s Office of Institutional Effectiveness, and Academic Information Services to develop a noncredit data warehouse that provides AHS faculty with increased access to information related to student success and outcomes and program efficacy. As of fall 2015, Office of Institutional Effectiveness and Academic Information Services programmers were working on this data warehouse, with input from noncredit personnel. The noncredit data warehouse is expected to be completed in fall 2016. 62 MiraCosta College Adult High School ACS WASC Progress Report Area 2: The Administration, Faculty and Staff need to create and implement a plan to increase capacity to access meaningful data for decision making and program improvement and use the data to drive instruction. Finding relevant data points are important as the school seeks to improve school wide academic achievement. Key Issue One: The AHS needs to have more meaningful data and evidence to inform program improvement, evaluate progress on the institutional objective under the strategic plan, and increase student success. Specific Goal One: Discover meaningful data metrics as part of the existing database system which would help identify student educational goals, better track student progress through the program, assess progress on the strategic plan, and evaluate program effectiveness. Student Educational Goals As a member of the Coastal North County Adult Education Consortium (CNCAEC), an organization formed in response to Assembly Bill 86 and the associated Adult Education Block Grant, MiraCosta College Continuing Education has worked with BW Research, an external agency, to obtain economic data related to regional employer sectors and their needs. Based on this data, the college is determining programmatic improvements and areas for follow-up, to ensure that AHS and other departments design academic and career pathways that reflect employment needs. Specifically, the CNCAEC workgroup, composed of faculty, administration, and staff, worked with BW Research to create data metrics that foster a greater understanding of appropriate adult education goals and ways in which the college can meet those goals. Those data metrics were completed in 2015 and include: • • Geographic Information System (GIS) Maps: The College worked with BW Research to produce five supply and demand static GIS maps that represent adult education facilities and locations of services overlaid by potential demand in four adult educational categories that intersect with AHS students and their needs: adults with disabilities, basic skills, classes for immigrants, and career and technical education. Resource Allocation Rubric (Appendix L: CNCAEC Resource Allocation Rubric): This initial resource allocation rubric provides the college with a tool for determining adult education program and project priorities. This version has been made available to CNCAEC stakeholders to revise according to evolving needs. 63 MiraCosta College Adult High School ACS WASC Progress Report • • Current student need assessment device: Building on the allocation rubric, BW Research worked with college staff to identify and develop the data sources and algorithms to be used in the creation of a current and a potential student need assessment device. This assessment device will includes the development of a capacity analysis and a current student assessment survey. In this component, BW Research worked closely with the district’s research staff to document and develop the capacity analysis and an evaluation of the current student assessment survey, how it can be used and refined as needed. Potential Student Need Assessment Device: BW Research, the district’s Office of Institutional Effectiveness, and the research analyst for Noncredit Programs are collaborating to develop online potential student maps and dashboards. To begin this process, district programmers are building a data warehouse that houses data from the 2013 AHS Self-Study Report; these data are comprehensive and encompass operational, programmatic, and student statistics. These data will provide the backbone for the data warehouse, which will be designed to give particular users the ability to run ad hoc queries and scheduled reports; the data warehouse will also enable specific users to use tabular models and create their own data dashboards. With access to this information, faculty, staff, and administration can tailor program elements to better track student progress through AHS, assess progress on the strategic plan, and evaluate program effectiveness. The data warehouse will house information that correlates specific programs with student pathways: If a student takes a math bridge program, for example, the data warehouse will enable a user to look at the relationship between that bridge program and subsequent performance in courses. Similarly, the data warehouse will enable users to create dashboards that represent pathways from AHS and other noncredit programs to credit classes and programs. In tandem with the economic data related to regional employment demand, these data metrics provide information related to milestones along academic and professional pathways. Student Educational Progress Since the 2013 WASC visit, AHS faculty, staff, and administration have begun making changes to determine how existing data metrics can simultaneously capture student progress and program efficacy. When a student completes an AHS application, the district’s PeopleSoft database stores the student’s class schedule and demographics (age, gender, and ethnicity); furthermore, as the student completes classes, PeopleSoft stores grades and, beginning 2015, TABE scores that capture preand post-course completion testing. Prior to 2015, TABE scores were collected in 64 MiraCosta College Adult High School ACS WASC Progress Report spreadsheets. With this data, the noncredit research analyst is working on correlating TABE test scores, grades, and course completion rates; with this analysis, AHS personnel can examine relationships between placement, TABE scores, class performance, and course efficacy. AHS competencies (for reading, writing, and math) are currently recorded in CLCGradebook (https://apps.miracosta.edu/), which may be accessed to evaluate performance, but this system is difficult to use and there are no reporting features. The noncredit research analyst, however, is exploring ways to import CLCGradebook data into statistical software with more robust reporting features. To better track student progress through programs, the MiraCosta Community College District has begun the process of installing Degree Works, which includes an education planning module. The complete installation, setup, and testing of Degree Works will take approximately 12-18 months; however, as modules become available, they will be brought online and used as soon as possible. While the initial roll out will focus on credit programs, the software will be expanded to include AHS. During 2015-2016, comprehensive education plans will be developed and recorded using the Degree Works module, which will also be integrated with PeopleSoft. To more effectively capture and analyze student data, the MiraCosta College Office of Institutional Effectiveness, Academic Information Services, and Continuing Education personnel are developing a data warehouse that integrates disparate internal databases and, thereby, enable AHS faculty, staff, and administration to access and generate reports on student progress, course outcomes, and program efficacy. The Continuing Education department also expects to receive updated CCCCO MIS data elements related to tracking student success in AY 20152016; once the department receives these anticipated data and builds a more robust data warehouse, it will conduct similar studies and explore potential correlations. Area 3: The Administration, Faculty and Staff need to create and implement a plan to incorporate various methods of learning linked to student data and schoolwide learning outcomes. Using technology as a tool to provide a variety of services should constitute a component of the plan. Specific Goal One: Explore, and if applicable, implement flexibility in course offerings. Explore the need for hybrid or online courses to allow a more flexible schedule for students 65 MiraCosta College Adult High School ACS WASC Progress Report Following the 2013 WASC accreditation process, a renewed focus on hybrid or online courses began. A new course, English 40: Integrated Information Literacy, was written with the expectation that it would be piloted as a hybrid course. In addition, all AHS English and social science courses were approved through the Courses and Programs curriculum process for online/hybrid. Other AHS courses will be submitted to Courses and Programs in 2015-2016, so these courses can have an approved online/hybrid option. Curriculum planning and course offerings will be based on data results, in time for the 2016-2017 course schedule. In the 2014-2015 school year, the college’s Public Information Office (PIO) began conducting large scale student surveys that captured student information on a variety of topics, from preferences in social media to class times. 1900 students responded to the first survey; unfortunately, credit and noncredit students were not disaggregated. As a follow up, however, two surveys specific to noncredit and to AHS students were conducted. In spring 2015, PIO conducted one of those surveys and asked students to indicate when they preferred to take classes; students could check as many options as they liked (Appendix M: Spring 2015 Noncredit Student Survey). Although these responses may be skewed toward the times students were able to meet for the class where they completed the survey, survey results indicated that students prefer classes before noon and after 6:00 p.m. on Monday through Thursday. The survey also asked students to identify their greatest challenges to attending school; the highest numbers of responses were work schedules (39%) and transportation (28%). While the survey did not specifically ask about hybrid or online course offerings, these results indicate that more flexible school schedules might better meet student needs. A pilot of English 40 (Integrated Information Literacy) has been offered five times, with an average fill-rate of 50.2%. The class had a fill-rate of 80% in fall 2014, when a large student campaign and strong counseling support seemed to encourage students to enroll. In fall 2015, the class was cancelled due to low enrollment, but 66 MiraCosta College Adult High School ACS WASC Progress Report this enrollment issue coincided with a change in counseling leadership. Two English 30 courses and a U.S. History 2 course were also offered in fall 2015. These courses are being offered at a satellite campus, Sunset High School in Encinitas, and success rates and fill rates will be examined at the end of the semester. At least six hybrid courses are planned for spring 2016, again in English and social science. Following Curriculum & Planning approval of all courses for online/hybrid, the piloting of more hybrid courses in disciplines other than English and social science are being considered for the 2016-2017 and 2017-2018 SY. During fall 2015 registration, the AHS conducted a follow-up survey specifically addressing student interest in hybrid courses. The same online student survey will be given in the second weeks of terms 2, 3 and 4 of the 2015-2016 school year. At the end of the year, results from these surveys will be compiled and analyzed, and curriculum planning will be based on the results. Specific Goal Two: Through online tools, increase students’ knowledge of degree requirements so they will take more charge of their path to graduation. MiraCosta Community College District has begun installing Degree Works, which includes an online education planning module. While the initial implementation focuses on credit programs, the next phase will include AHS. During 2015-2016, the Degree Works module will provide AHS students comprehensive education plans and, beginning spring 2016, My EdPlan will enable AHS students to track progress towards their academic goals. SSSP is also creating a system to identify students as who are close to completing their graduation requirements; this system will encourage students nearing graduation to make a counseling appointment and discuss their remaining requirements. MiraCosta College Continuing Education programs are also developing new, interactive online orientations, which will cover all of the policies and procedures required by title 5 section 55521. Area 4: The Administration, Faculty and Staff need to construct an infrastructure to increase collaboration with all full- and part-time faculty and staff providing a meaningful relationship to ensure all stakeholders participate in the decision making process and sharing of best practices. 67 MiraCosta College Adult High School ACS WASC Progress Report Specific Goal One: Increase faculty and staff involvement in learning outcomes for students and program improvement AHS faculty and staff have deliberately facilitated regular dialogue between fulltime and part-time faculty since the 2013 WASC visit. In fall 2015, changes in MiraCosta College District professional development policies provided associate faculty compensation for FLEX workshop participation, enhancing learning outcome communication. In addition to professional development, during discipline-based quarterly meetings, all faculty are encouraged to collaboratively discuss learning outcomes, student success, and best practices. Finally, a faculty survey was conducted at the start of the fall 2015 term; respondents were asked to give feedback about future FLEX content and scheduling preferences. Future workshops and collaboration opportunities will be planned based on these survey results. Course level outcomes continue to be assessed every time a course is taught. Fulltime and associate faculty participation in course-level outcome assessment is 100%. The faculty secretary annually compiles the data and full-time faculty create a comprehensive chart that faculty work groups review towards the end of each spring semester. As a result of this process, course level outcomes in English, math, and social science courses have recently been revised to better reflect alignment with program level outcomes and to streamline the outcomes process. This revision was done in collaboration with associate faculty in each discipline. In addition, AHS has intensified its focus on Program Learning Outcomes (PLOs) and Institutional Learning Outcomes (ILOs); as such, program faculty and staff are working on data collection tools and a meeting schedule that will maintain the existing collaborative spirit that permeated the CSLO process. To work more closely with other AHS stakeholders, specifically noncredit support staff, the noncredit support supervisor has begun attending quarterly noncredit program meetings and many support staff have become involved in campus initiatives and meetings for the Adult Education Block Grant (AEBG), noncredit SSSP, and the annual reading festival. In collaboration with the dean of Community Education, support staff will continue to be invited and involved in more meetings that focus on student learning, support services, and related areas. 68 MiraCosta College Adult High School ACS WASC Progress Report Area 5: The Administration, Faculty and Staff need to increase ways to communicate the various programs and opportunities the school provides to all students. This will engage students and provide avenues for student voices to be heard throughout the various activities and service outreach projects. In response to Critical Area 5, in July 2015, the department of Continuing Education purchased and began using iContact, an email-based newsletter that highlights services, engagement opportunities, important deadlines, and other vital information to students. iContact is also specifically used to remind current AHS students to register—and to encourage former students who have not completed the program to return in time for registration and course enrollment. Furthermore, according to the noncredit student survey conducted in spring 2015, the most desired student activities were related to obtaining employment and to volunteer opportunities. In response to this need, Continuing Education expanded its collaboration with the district’s Service Learning program to include student activities related to volunteer opportunities. Specifically, AHS students will be provided avenues for service learning/civic engagement (volunteer opportunities not connected with courses) focused around the CLC community; they will also be able to work in partnership with students currently enrolled in credit/degrees/certificates/transfer programs. The district’s Service Learning department is pursuing partnerships with: • • • • • • • Title I schools within 5-10 miles of CLC: Mission, Laurel, Garrison, Del Rio, Nichols, Foussat Elementary Schools; and Middle Schools: Jefferson, Cesar Chavez, and Martin Luther King Middle Schools Teri Inc. BASE (Before and After School Enrichment) Brother Benno’s Foundation Quality Children’s Services North County Lifeline: La Casita (K-5th grade) & Club Crown Heights (6th-12th grade) Vista Community Clinic: Project REACH The Service Learning department will also offer AHS/CLC students with an “alternative spring break” that focuses on a topic that students are interested in, such as hunger/homelessness, health, or education. Also, as part of National Make a Difference Day, during the week of October 24, AHS/CLC will be given service learning options: 69 MiraCosta College Adult High School ACS WASC Progress Report • • • • • Encuentros at MiraCosta College (activity option to be determined) Operation Hope Vista—getting the homeless shelter for women and families ready for the season Teri Inc.—working on the farm Oceanside Unified School District Project (beautification) North County Lifeline’s La Casita (painting and hands-on college awareness activities) In response to student need and to support student success, a career specialist position has been created to prepare students for career readiness and employment. Additionally, the college is in the process of refurbishing space to accommodate the new position and create an area where students can utilize computer terminals to search for jobs and work on their application materials. The career specialist will provide technical assistance to students and orient them to databases and resources available to them online. Externally from MiraCosta, the career specialist will interface and disseminate information to employers and work collaboratively with local one stop career centers, coordinate job fairs, career oriented events and recruitment appointments. In addition to these avenues for student engagement, community outreach has improved dramatically: Beginning academic year 2014-2015, outreach staff have increased Continuing Education and AHS presence dramatically. In February 2015, a part-time outreach coordinator was hired, funded by the Student Success and Support Program (SSSP) grant. Since March 2015, outreach staff and volunteers have attended an average of four events per month, with 50-100 people at each event. These events take place at local community centers, non-profit organizations and libraries. Materials have also been disseminated at events such as back-to-school nights, cultural fairs, and bridge programs like Gear Up. In addition, Continuing Education has collaborated with student services (testing, counseling, and financial aid), library services, ESL, tutoring and academic support, to develop an extensive calendar of events that addresses specific adult high school student needs, such as diploma requirements, transitioning to credit programs, and job and career fairs (Appendix N: Continuing Education Workshops and Events—Fall 2015). SSSP has also expanded AHS relationships with high school counselors and begun working with them to provide enhanced support for students transitioning from community high schools to AHS. 70 MiraCosta College Adult High School ACS WASC Progress Report Specific Goal One: Provide direct methods of communicating student services and programs to students. A district-wide student survey was conducted in 2014-2015, which asked students to indicate their communication preferences (Appendix O: 2014-2015 Student Survey). Based on district-wide results, MiraCosta College noncredit student services and support staff implemented the use of iContact, a cloud-based notification system that reminds students of important deadlines and events. An AHS student-specific survey will be conducted in 2015-2016 and reviewed to explore best practices in communication. 71 MiraCosta College Adult High School ACS WASC Progress Report V: Schoolwide Action Plan Refinements • • Comment on the refinements made to the single schoolwide action plan since the last self-study visit to reflect schoolwide progress and/or newly identified issues. Include a copy of the school’s latest updated schoolwide action plan. Synthesizing and Addressing Key Issues Table 0-1 represents key issues for AHS, as documented in Chapter III of the 2013 WASC Visiting Committee report. As Table 0-1 illustrates, the AHS team prioritized key issues within each criterion and created action plans accordingly. This section includes these key issues and corresponding action plans. Table V-1. Key Issue Inventory Criterion 1 2 KEY ISSUES Program Student Learning Outcomes: identification of SLOs that better assess student educational goals; improved mapping of course student learning outcomes to program and institutional level learning outcomes. Improved data acquisition at all stages of matriculation: enrollment, course sequencing, and post-graduation employment, wage gain and successful transition to postsecondary education. Consider instituting an annual AHS student survey separate and distinct from the Noncredit Student Survey and a completion survey for the students applying to graduate. The inclusion of research-based learning strategies and outcomes assessment techniques at all levels of student learning. Improved communication of results from the integrated planning model committees and governance groups. Institutional evaluations disaggregated to separate noncredit faculty and staff responses. 3 Include all full- and part-time staff in departmental meetings and discussions to improve student learning outcomes and success. 4 Offer a way for students to monitor electronically their individual progress towards the diploma through an electronic degree audit program. 72 MiraCosta College Adult High School ACS WASC Progress Report Develop an on-site library. Exploration of effective online course work for future class offerings. 5 More training opportunities for collaboration with associate faculty. CSLOs need to be better aligned to the mission. 6 ILOs need to be assessed at an expectation level appropriate for a high school diploma. Need to find more authentic measures of learning; triangulation of learning. Need to explore possibility of using student portfolios to assess summative learning. Work with the Office of Institutional Effectiveness (OIE), formerly known as the Office of Institutional Planning, Research and Grants (OIPRG), to establish focus groups, conduct interviews, and review of student files and standard instruments to assess availability of student services and the impact on the quality of learning. Create a parallel plan that facilitates the transition to better employment opportunities. 7 Create data-collection instruments to measure wage gain, employment, and transition to higher education. Creation of data metrics that provide information on pathway success and milestone clearance. Create data metrics that provide information on pathway success and milestone clearance. 73 MiraCosta College Adult High School ACS WASC Progress Report 8 9 10 No key issues identified. Explore the idea of building partnerships with local high schools to capture dropouts earlier. Create data-collection instruments to measure wage gain, employment, and transition to higher education. Ability to capture reliable employment or transitional data about students after graduation. Institutional capacity to implement improved data usage. Creating the Action Plan After the team studied the prioritized key issues and reflected upon their similarities across the criteria, they developed four essential themes among the key issues: • Increase capacity to access meaningful data for decision making and program improvement • Revise program-level SLOs (PSLOs) to match the skills needed for AHS students • Explore availability and different methods of learning and services to the students • Increase collaboration with faculty and staff. Each of the four key issue themes was carefully evaluated to determine the critical impact each had on student achievement. The team concluded that the need for data and better alignment of PSLOs were critical for program improve at this time. The other two themes (increasing methods of learning and collaboration) are just as critical for the program to address; however, those areas will be addressed at a faster pace using the existing structures and the identified strengths of the program. Action plans under each key issue provide a clear, collegially developed set of steps to follow to make continuous program improvement. Each plan includes the following: 74 MiraCosta College Adult High School ACS WASC Progress Report • Specific goals • Intermediate objectives • Responsible persons • Timelines for completion • Benchmarks • Methods of assessment • Progress evaluation. The action plans will serve as the focus in addressing the student learning and the future of the program. Action Plan One: Increase Capacity to Access Meaningful Data for Decision Making and Program Improvement The key issue concerning access to meaningful data for decision making was divided into two goals: The first goal directs the program to develop metrics that will help identify student goals at the beginning of the program and track their progress toward the diploma and as they transition to the workforce or postsecondary education. For example, data on student outcomes beyond AHS were not collected; since the 2013 WASC visit, however, improvements in this area have been made. Key objectives towards reaching this goal continue to include the following: • Refining data elements that better capture educational goals at enrollment • Identifying course-enrollment patterns and milestones towards diploma completion • Developing methods to measure success after program completion, including wage gain and enrollment in postsecondary institutions • Identifying more appropriate program review metrics to track student achievement, program efficiency, and satisfaction To reach these objectives, the program continues to work with the Academic Information Services Department to identify methods of data collection. The second goal directs the program to work with the Office of Institutional Effectiveness (OIE) to create a set of on-demand reports based on standard queries for use in program review and operations. 75 MiraCosta College Adult High School ACS WASC Progress Report Intermediate objectives towards reaching the goal include the following: • Building the data warehouse to store unique AHS data elements • Identifying the essential data elements to be included in the data warehouse • Exploring other tools currently provided by the California Community College Chancellor’s Office to provide reports that support the data warehouse. • Creating a desktop interface that allows drop-down access to common queries for program evaluation. To reach these objectives, the program has created a formal implementation plan with the Office of Institutional Effectiveness, utilized professional statistical software to process the data requests, and purchased business intelligence software to act as an interface between AHS personnel and the data. Furthermore, funded by the Adult Education Block Grant (AEBG), Continuing Education has hired a full-time research analyst for noncredit programs, a position that will collaborate with the Office of Institutional Effectiveness to ensure the establishment and maintenance of centralized, accessible AHS data collection tools. Action Plan Two: Revise PSLOs to Match the Skills Needed for AHS Students The key issue concerning the identification and assessment of better aligned learning outcomes with student needs was divided into two specific goals. The first goal directs the program to develop PSLOs that appropriately reflect the knowledge, skills, abilities, and attitudes acquired from an AHS diploma. As stated previously, all program learning outcomes were revised in spring 2013.The second goal directs the program to evaluate whether AHS course and program level outcomes sufficiently measure student preparedness for ILOs. Now that the PLOs have been revised, AHS faculty will re-align course PLOs and ILOs. Intermediate objectives towards reaching the second goal include the following: • Re-mapping CSLOs to PSLOs with ILOs • Assuring pedagogical, curricular, and resource-allocation decisions are informed by outcomes assessment results. To reach these objectives, AHS will consult the Student Learning Outcomes and Assessment Committee to examine ILO assessment, consider an assessment tool to 76 MiraCosta College Adult High School ACS WASC Progress Report measure ILOs independent of program-level outcomes, and create an ILO assessment plan that tracks student progress. Action Plan Three: Explore Availability and Different Methods of Learning and Services to the Students AHS needs to explore other methods of providing services and instruction that are more in line with current technology, such as a degree audit program or online and hybrid courses, to provide students greater flexibility in their learning, including in their understanding of the program and the work involved to earn a high school diploma. As described in this document, AHS has increased the number of hybrid and online courses. Also, Degree Works is being implemented as a way for students to keep track of their progress through AHS, with milestones indicated along the way. As also described in this document, library services have increased their presence at the Community Learning Center. Together, these strategies offer students with multiple learning modalities and support services. Action Plan Four: Increase Collaboration with Faculty and Staff AHS faculty discuss how student learning is being achieved in the classroom, but it is also imperative to include staff in these discussions as a means to learn about student needs from multiple perspectives. More training is needed for staff and associate (part-time) faculty to have larger discussions of student learning at the PSLO and ILO levels. As such, AHS plans to include staff in departmental meetings and discussions that address student learning outcomes and success; provide more opportunities for full- and part-time faculty to collaborate. Summary The AHS leadership team’s identification, discussion, and analysis of the program’s strengths and key issues were fundamental to creating the action plans. Finding from the initial accreditation visit motivated changes to the program’s processes and culture and inspired the entire college to include critical areas in its strategic plan. 77 MiraCosta AHS Schoolwide Action Plan One for Continuing Improvement Key Issue One: AHS needs to have more meaningful data and evidence to inform program improvement, evaluate progress on the institutional objective under the strategic plan, and increase student success. Specific Goal 1: Discover meaningful data metrics as part of the existing database system to help identify student educational goals, better track student progress, assess progress on the strategic plan, and evaluate program effectiveness. Strategies Intermediate Objectives 2 3 4 Description Brainstorm data elements that identify key student characteristics to augment already gathered information collected from students at enrollment Develop data elements in the existing college database to provide information about course taking patterns, course success, persistence, completion to diploma Develop methods to measure success after completion of the program, including wage gain, enrollment in postsecondary institutions, subsequent course and program success, and degree or certificate completion Develop a better set of program metrics that can be included in program review to track student achievement, program efficiency, and satisfaction Responsible Persons AHS faculty, dean of Continuing Education, OIE AHS faculty, dean of Continuing Education, OIE AHS faculty, dean of Continuing Education, OIE AHS faculty, dean of Continuing Education, OIE Timelines for Completion 1 Fall 2013 Fall 2013 lxxviii Fall 2014 Fall 2013 MiraCosta College Adult High School ACS WASC Progress Report Benchmarks Align electronic application with CCC Apply and collect additional information relevant to AHS students Create tables in PeopleSoft and MIS data elements that track AHS students who have become MCC credit students Use CalPass and other tools to track AHS alumni progress to employment or matriculation in higher education Collaborate with the IPRC and OIE to develop a set of metrics that measure success and achievement through administrative unit outcomes, including efficiency, inputs, and effectiveness Run queries that extract cohort information and facilitate pathway progression analysis Use RP Group post-degree surveys to track wage gain and employment status; use the National Clearinghouse , CalPass and CPEC tools to track enrollment in public and private twoand four-year institutions Deliver AHSspecific program review packet with program efficiency, demand, student success, and student progress; create a standard set of administrative unit metrics to measure program efficiency Methods of Assessment Observe and conduct focus groups of students while they complete the online application, to determine how to improve the application process Resources Noncredit research analyst, student focus groups AIS/OIE programmer Noncredit research analyst Noncredit research analyst, OIE research analysts, AIS/OIE programmer Progress This plan is on hold while the recruitment of As of fall 2015, the AIS/OIE programmer Noncredit research analyst hired In fall 2015, OIE established a data governance 79 MiraCosta College Adult High School ACS WASC Progress Report a permanent Registrar is established in spring 2016. Evaluation Improvements Planned Pending hiring of permanent registrar and implementation of CCC Apply. Pending findings has written a program to generate this data, which will be integrated into the noncredit data warehouse. in June 2015 and working on designing and implementing this study group, which includes the noncredit research analyst. Data are complete and available for analysis, as shown in Table XX. The personnel required to fulfill this goal are in place as of June 2015 and has begun designing the study. All parties are beginning a district-wide dialogue to determine data standards and needs. Once personnel were put into place, the goal could be pursued. Data to be integrated into data warehouse Currently, AHS has no means to gather this information, so any study will improve the current lack of data. Currently, data is generated by way of disparate systems. As such, standardizing data will improve data reliability substantially. Strat Specific Goal 2: In cooperation with OIE, develop a set of standard reports in a data warehouse environment to produce on-demand reports for program review and to evaluate administrative and service area outcomes. Intermediate Objectives 1 2 80 3 4 MiraCosta College Adult High School ACS WASC Progress Report Description Develop plan to work with the OIE to build out the data warehouse to meet AHS specifications Identify data elements to be included in the data warehouse Launch the data warehouse; explore the use of the IEBC program review tool to provide standard reports; resubmit data to the CCCCO to correct past term data and track cohorts more accurately Responsible Persons AHS faculty, dean of Continuing Education, OIE OIE and dean of Continuing Education OIE and dean of Continuing Education Timelines for Completion Fall 2013 Fall 2013 Fall 2015 Fall 2016 Create the plan Comprehensi ve list of data elements delivered to the AIS programming unit for examination and review Database warehouse in SPSS, SAS, Access or other database unit in place. Installation of desktop interface on all AHS computers Evaluate plan efficacy Progress plan from AIS to implement data elements into the PeopleSoft environment Beta version of database warehouse used by AHS staff for feedback and improvement Final version of the interface and query system in place Benchmarks Methods of Assessment 81 Create a desktop interface that contains a set of standard reports that provide ondemand and real-time access to student data AIS/OIE/AHS MiraCosta College Adult High School ACS WASC Progress Report Resources AHS faculty, staff, and administration and OIE/AIS staff AHS faculty, staff, and administratio n and OIE/AIS staff Progress With the transition of leadership and the onset of AB86/AEBG, through the work of the Coastal North County Adult Education Consortium (CNCAEC), AHS started working on this plan in fall 2014; the plan was completed in spring 2015 (see Appendix P: CNCAEC Regional Comprehensiv e Plan) and implementatio n began in summer 2015 A scan of all noncredit data sources and elements was conducted in summer 2015; In progress a PeopleSoft fall 2015 programmer was hired in June 2015 and began the technical work immediately. Through the CNCAEC Regional Plan, programming staff were identified to be hired in 20152016. Pending executive management team approval and other college processes, this programmer will be in place in spring 2016. Evaluation The plan was presented to the CNCAEC leadership team and the noncredit SSSP advisory committee to evaluate and provide input on its OIE and AIS are on track with the plan that was put forth to AHS in spring 2015 (Appendix Q: OIE/AIS Project Timeline) To be completed fall 2016 82 AHS faculty, staff, and administratio n and OIE/AIS staff In progress fall 2015 AHS faculty, staff, and administration and OIE/AIS staff MiraCosta College Adult High School ACS WASC Progress Report effectiveness Improvements Planned As performance outcomes have been identified through AB104 and NCSSSP, new data elements have been added and new reports are being built. A data dashboard to include external labor market data and a resource allocation rubric has been integrated to inform the work of CNCAEC. 83 In progress fall 2015 To be completed fall 2016 MiraCosta College Adult High School ACS WASC Progress Report MiraCosta AHS Schoolwide Action Plan Two for Continuing Improvement Key Issue Two: Program Student Learning Outcomes (PSLOs) need to better address skills necessary for our students to succeed in entering the workforce or to transition to post-secondary education. Specific Goal 1: Develop Program Leaning Outcomes that appropriately reflect the knowledge, skills, abilities, and attitudes acquired from an adult high school diploma Intermediate Objectives Strategies Description 1 Identify appropriate PSLOs related to workforce entry and transition to higher education Responsible AHS faculty Persons Timelines for Completion Fall 2013 Revised PSLOs that act as criterionreferenced Benchmarks benchmarks vetted by the SLOAC Committee 2 3 4 Develop authentic methods of Align and revise assessment, as needed the including the course level SLOs possible creation of a student to the PSLOs. portfolio of embedded course work Develop a feedback loop to assure pedagogical, curricular, and resource allocation decisions are informed by outcomes results AHS faculty AHS faculty, dean of Continuing Education Fall 2013 Revised PSLOs vetted by the SLOAC Committee 84 AHS faculty Spring 2014 Investigate student portfolios, signature assignment, or embedded course assessments for program level evaluation Fall 2014 Create and develop three-year program assessment plan with timeline, methods of assessment, triangulation of results, qualitative and quantitative data, indirect and direct assessment of learning MiraCosta College Adult High School ACS WASC Progress Report Methods of Assessment PSLOs posted in syllabi, course outlines of record, catalogue, brochures and program literature SLO program alignment matrix demonstrating the introduction, practice, and mastery of program level outcomes Methods of program outcomes assessment vetted with the SLOAC Resources Faculty Faculty Faculty and AIS Faculty and AIS Completed spring 2013 Alignment is in progress, has been completed Student in several courses, portfolios are and continues in being piloted in other courses that the English have not been Information formally Literacy course. reviewed for alignment. Reviewed by full- and parttime faculty spring 2013 Alignment will continue to be reviewed by fulland part-time faculty. Pilot ongoing At the end of the three-year cycle (2016) and may be AHS faculty expect to implemented program-wide, complete the assessment program depending on portfolio efficacy. and timeline. PLO revisions will be considered, if necessary. Assess portfolio pilot to determine program-wide portfolio feasibility. Progress Evaluation Improvement None s Planned 85 Implement the assessment plan and incorporate into program review analysis Outcomes are addressed in annual program reviews, but the assessment program and timeline are in progress. Explore use of My EdPlan tools to gather and house quantitative and qualitative data. MiraCosta College Adult High School ACS WASC Progress Report Specific Goal 2: Evaluate the college-wide Institutional Learning Outcomes for appropriateness to reflect those expected for an adult high school diploma Intermediate Objectives Description Responsible Persons Timelines for Completion Benchmarks 1 Identify appropriate ILOs related to the expectations of a high school graduate AHS faculty Fall 2013 2 3 4 Develop a rubric to evaluate Align and revise authentic course level examples of SLOs with student work PSLOs and that could be ISLOs, as evaluated for institutional necessary student learning levels Develop a feedback loop to assure pedagogical, curricular, and resource allocation decisions are informed by outcome results. AHS faculty AHS faculty, Dean of Continuing Education Fall 2013 Revised ILOs that act as criterion Revised ILOs referenced vetted by the benchmarks vetted SLOAC by the SLOAC Committee Committee 86 AHS faculty Spring 2013 Fall 2014 Create and develop threeyear ISLO Establish an assessment plan assessment tool with timeline, that would methods of provide assessment, institutional triangulation of level outcomes results, analysis qualitative and independent of quantitative program level data, indirect considerations and direct assessment of learning MiraCosta College Adult High School ACS WASC Progress Report Methods of Assessment SLO program alignment PSLOs posted in matrix syllabi, course demonstrating outlines of record, the introduction, catalogue, practice and brochures, and mastery of program literature program level outcomes Methods of program outcomes assessment vetted with the SLOAC Implement the assessment plan and incorporate into program review analysis. Resources AHS Faculty AHS Faculty AHS Faculty AHS Faculty Completed Completed Completed Completed Fall 2013 Fall 2013 Spring 2013 Fall 2014 Progress Evaluation Improvements Planned PSLOs now reflect AHS faculty expectations created an appropriate for alignment AHS students. matrix. None Ongoing assessment 87 Once the assessment AHS has process and determined that rubric are the graduation complete, portfolio will be results will be the assessment incorporated tool. into program review. Process and Implementation rubric are being of plan developed. MiraCosta College Adult High School ACS WASC Progress Report Appendices A. AHS Detailed Data Profile (in folder) B. AHS Summary Pamphlet C. MiraCosta Community College District Board of Trustee’s August 1, 1972 minutes D. MiraCosta Community College District Organizational Chart (in folder) E. Board Policy 2510 F. 2015-2016 Noncredit and Credit Academic Calendars G. RP Group CTE Employment Outcomes Survey (in folder) H. Educational Master Plan I. Student Success and Support Calendar of Events (in folder) J. CLC Library Statistics 2014-2015 (in folder) K. To come: January 2016 Board of Trustees Minutes L. Coastal North County Adult Education Consortium (CNCAEC) Resource Allocation Rubric M. Spring 2015 Noncredit Student Survey (in folder) N. Continuing Education Workshops and Events—Fall 2015 (in folder) O. Coastal North County Adult Education Consortium (CNCAEC) Regional Comprehensive Plan (in folder) 88 STUDENT EQUITY PLAN 2015-2018 Executive Summary The Student Equity Plan assesses outcomes in what the Board of Governors policy on student equity has defined as five key success indicators: access, course completion, ESL and basic skills completion, degree and certificate completion, and transfer. Specifically, the indicators are defined as follows: • • • • • Access: The percentage of each population group that is enrolled compared to that group’s representation in the adult population within the community served. This percentage is frequently calculated as a participation rate. Course Completion: The ratio of the number of credit courses that students, by population group, successfully complete (A, B, C, or P) compared to the number of courses in which students in that group are enrolled on the census day of the Fall term. ESL and Basic Skills Completion: The ratio of the number of students by population group who successfully complete the related degree-applicable course within 6 years after having begun the ESL or Basic Skills sequence. Degree and Certificate Completion: The ratio of the number of students who complete at least 6 units and attempt at least 1 math or English course by population group and subsequently receive a degree or certificate within 6 years of starting to the number of students in that group with a goal of degree or certificate completion. Transfer: The ratio of the number of students by population group who transfer or become transfer-prepared, to the number of students in that group with a goal of transfer. Target populations are identified through an analysis of indicator data for the following subgroups: ethnicity, gender, age, disability status, economically disadvantaged, veterans, and foster youth (Title 5, §54220). In 2014 the MiraCosta College Student Equity Committee convened to develop a three-year plan tied to statewide allocated funds ($437,000). To determine disproportionate impact, MiraCosta College employed the Proportionality Equity Index established by the University of Southern California Center for Urban Education to measure a specific group’s proportion of all students who reached a given successful outcome compared to that group’s proportion of the starting cohort. Any indexes below a 1.0 were identified as a possible disproportionate impact. Signature activities from the plan’s inaugural year that demonstrated a high level of success include: • • • • • GEAR UP for College! Summer Program: yielding a 97% success rate for 57 enrolled high school students in summer Communication 101 courses Pathways to 21st Century Careers: promoting college awareness and a college going culture at local Title I schools, over 180 5th grade students participated in a careers research project to develop lyrics to songs that through partnerships with MiraCosta College Recording Arts students produced several performances at promotion ceremonies and at a MiraCosta College gala in the concert hall Samoan Cultural Festival: part of a series of city-wide events in July, MiraCosta College served as the host kickoff event with over 500 participants celebrating Samoan culture on campus Alignment of Academic Success and Equity programs (Puente, RAFFY, FYE, and Umoja) through the hiring of a Student Services Coordinator serving all programs Hiring of a Director of Student Equity to oversee equity efforts Due to revisions of the plan template and additional reporting requirements from the Statewide Chancellor’s Office, an updated 2015-2018 plan was required to improve academic outcomes for targeted groups. The revision presented an opportunity to look at updated data as well as revamp goals to focus on enhancing current efforts that have proved to have high success for target groups in addition to establishing new ones. In addition to the Proportionality Equity Index, this year’s plan utilizes a new metric, Percentage Point Gap, as an additional tool for determining disproportionate impact for all indicators except Access. Percentage Point Gap analysis compares each disaggregated subgroups’ “success rates” with the success rates of the overall group. A negative gap indicates the focal group is below average and may be experiencing disproportionate impact. Acknowledging institutional responsibility to ensure success for all MiraCosta College students, this plan represents the college's ongoing commitment toward removing barriers and creating pathways to student success. The success indicators addressed in this Student Equity Plan reflect essential findings including: target groups, equity index/PPG, goal and goal year, and activities: SUCCESS INDICATOR TARGET GROUPS ACCESS Veterans (.53 equity index) Native Hawaiian/Pacific Islander Economically Disadvantaged (.13 equity index) EQUITY INDEX PERCENTAGE POINT GAP GOAL & GOAL YEAR .53 Increase index to .65 by 2018 .83 Increase index to .95 by 2018 .13 Increase index to .25 by 2018 COURSE ESL/BASIC SKILLS COMPLETION COMPLETION LGBTQIA Males Black/AfricanAmerican Hispanic/Latino Intensify outreach to veteran students, veterans’ organizations, and veterans’ service centers to improve transition to college Strengthen outreach to Native Hawaiian Pacific Islander (NHPI) communities, particularly in the northern part of the district. Create a program that connects economically disadvantaged students from Title I schools to MiraCosta College Investigate the extent of LGBTQIA access gaps through survey analysis, snowball sampling, and focus groups and develop targeted outreach tactics based on findings. .98 2.4% below average Reduce gap to 1% Focus expanded efforts in Umoja and Puente towards by 2018 male students .89 8.7% below average Reduce gap to 3% Expand the Umoja Program to offer students enhanced by 2018 support services. .94 4.0% below average Reduce gap to 2% Expand the Puente Project to offer students enhanced by 2018 support services 5.9% below Avg. Reduce gap to 2% Pilot alternative placement in ESL/English utilizing high by 2018 school transcripts .2% below average Eliminate gap by 2018 ESL .8 Males ACTIVITIES Math 1.0 Scale the Bridge to Success program to serve all basic skills math students Males of Color TRANSFER DEGREE & CERTIFICATE COMPLETION (Asian Black/AfricanAmerican Filipino Hispanic/Latino Native American/Alaska Native Pacific Islander/Native Hawaiian) English .8 (aggrega 6.3% below average te) 4.0% below average Scale accelerated English courses to assist students with basic skills English course completion and progression Reduce gap to 3% by 2018 Implement best practices for embedded and intrusive counseling/advising in pre-transfer courses Math Reduce gap to 2% by 2018 .9 2.5% below average Males Alaskan Native/Native American Hispanic/Latino Black/AfricanAmerican Native Hawaiian/Pacific Islander .9 .3 .9 .9 .7 Reduce gap to 1.25% by 2018 16.6% below average 7.5% below average 7.1% below average 15.6% below average Implement institution-wide professional development opportunities for instructional faculty, particularly those teaching basic skills math and English courses, to learn about key strategies teaching men of color Providing counseling services for students outside of traditional office setting including providing intrusive mobile counseling at highly populated student areas on campus. Create a professional development conference to learn about, evaluate, and adopt effective practices when it comes to addressing degree and certification completion by male students. Develop a research agenda and conduct relevant qualitative and quantitative research to further assess gaps in equity for men. Develop a cultural club for Alaskan Native/Native Reduce gap to 8% American students that is connected to by 2018 counseling/advising Reduce gap to 3% Expand the Puente Project to offer students enhanced by 2018 support services Eliminate gap by Expand the Umoja Program to offer students enhanced 2018 support services. Create a community based cohort program that Reduce gap to 5% increases transfer and transfer velocity for NHPI by 2018 students Detailed in the activities implementation plan section, identified activities were based on researched effective practices and data demonstrating successful programs that could be enhanced at MiraCosta College. Also detailed are methods of evaluation for each activity to continually assess progress towards the identified goal and goal year. Activities are aligned with current strategies identified through the Student Success and Support Program, Basic Skills Initiative, and Achieving the Dream initiative. The college has moved toward institutionalizing work around Student Equity by incorporating it as one of three foci of the Student Success Committee, part of the college’s governance structure. This ensures that work around Student Equity is integrated with the other two foci, the Basic Skills Initiative and Student Success and Support Program. Dialogue will be ongoing with regular evaluation of goals and activities designed to ultimately improve student success at MiraCosta College. The college identifies issues related to student diversity and equity as a priority through Board Policy and Administrative Procedure 5300 "Student Equity” and is in the process of adopting the following Equity and Inclusion statement for the college: MiraCosta College is committed to providing a strong, supportive, and authentic environment where difference is valued, respected, encouraged, and honored; where all faculty, staff, and students experience a sense of belonging and the freedom to express themselves, and where their experiences are recognized and valued. MiraCosta College strives to be a model for equity and inclusion. The college is committed to providing opportunities for engagement both across the campus and within the communities the college serves. The college seeks to remove barriers to learning, participation, and success, with a focus on changing procedures and practices that disproportionately affect certain groups. Anchored in a culture of evidence, MiraCosta promotes increased awareness and appreciation of individual, collective, and intersecting identities within our diverse society and acknowledges that different students learn in different and unique ways. Resources are budgeted through the college’s general fund, categorical programs, and grantfunded program focused on addressing student equity. Additionally, allocated monies from the California State Legislature will be utilized to implement identified goals and activities in this plan.