Cuesta College Opening Day Spring 2020

(audience talking) – Good morning. I hear at least one person awake. Thank you, so good morning
everyone and welcome to Opening Day on what I
believe is the coldest day that we’ve had this season. So it’s great to see
everyone and I appreciate that you left room in the
front for anyone who comes in late, that is fantastic. (audience laughs) As we start this morning I
want to begin by extending a very warm welcome back
to campus to everyone. As you probably have
noticed by all of the campus announcements that have gone out, it was an incredibly busy winter break. And I just want to extend
recognition and thanks to our Bond Team, to our Facilities Team and to our IT Team, who did
a tremendous amount of work in a very short time frame
and to share with all of you that all of those major
project were completed in less time than was planned. So thank you very much. (audience applauds) And I’ll share a little
bit later about some of the interesting scenarios that we faced during our tech-free
and power-free workdays as we rolled into break. I’m pleased to extend this
special welcome this morning to three members of our Board of Trustees. Joining us today are Dr. Barbara George. (audience applauds) Mr. Pat Mullen. (audience laughs) And our board vice president
Mrs. Mary Strobridge. (audience applauds) On behalf of all of us,
thank you for your service and commitment to Cuesta College. We appreciate you spending time with us. It’s also my pleasure to
welcome Superintendent President Emeritus Dr. Gil Stork. (audience applauds) He’s assured me he’s ready to present. (audience laughs) And if my math if correct,
this is your 53rd year in support of Cuesta College. So thank you for your
unshakeable commitment to and passion for the students that we serve and for your willingness to
continue to come to Opening Day. (audience laughs) (audience applauds) As I’m sure of most of
you are familiar with, our restrooms are located in
the lobby near the entrance of the building and I want to
make sure that you feel free to excuse yourself at your convenience. We will be taking a
short break this morning. But you are welcome to get up as needed. In the event of an emergency,
there are two vestibules located halfway through the
audience, the exit doors that will take you to
hallways that will eventually lead you out of the building. (audience laughs) And if you’ve taken that route, you know it’s a little less than direct. One of the real joys of gathering together this morning is the opportunity
to honor excellence. And we’re gonna begin with our Elaine Holley
Coats Service Award. This Service Excellence
Award was established as an endowment account
by the Cuesta College Foundation Board of
Directors on May 9, 1994. It was named the Elaine Holley
Coats Service Excellence Award in January 2014, in honor the first classified employee of Cuesta College. Miss Coats served from
July 1964 to June 1992. And represents the epitome
of service excellence. Nominees must demonstrated
distinguished job performance and excellence in service
beyond normal job expectations. The nominated comments
this year for our award recipient included, without
a doubt, this person is the single-most devoted
effective support staff colleague I have ever known. It is how and the extra care
with which they accomplish their work that warrants the recognition of true service excellence. Their selfless dedication,
strong work ethic and commitment to student success warrant
the full recognition of this award. They provide invaluable help to students with regard to calculation,
conceptual questions and technical problems. Labs are always prepared
correctly and on time even if they are not on
campus the day of the lab. They work routinely and
closely with instructors going above and beyond
to ensue field sites are accessible when needed. And finally, they provide support for labs that facilitate critical
hands-on learning for physics, physical science, geology
and oceanography at all Cuesta class locations
and for dual enrollment. This year’s recipient is
physical science division lab technician Mark Sparling. (audience applauds) Congratulations. (indistinguishable talking) (audience laughs) – Go Cardinals! Yeah! (audience applauds) – Congratulations Mark we
appreciate your service. Please join me in welcoming
Dr. Roland Finger, Professor of English and
President at the Academic Senate Council to present our next award. (audience applauds) – Okay, the next award is
the Peter and M’May Diffley Academic Excellence Award. Peter originally made
this award to memorialize his wife M’May, who had passed away. And the award requires great teaching but something extra. A heavy dose of involvement
in campus and community life. This year’s winner
deals with more red tape than most faculty can probably fathom. She cuts through it like a scalpel. The winner prescribes rounds
of outreach activities for herself, assisting
those who want to enter a profession that deals
with terrifying afflictions of the human frame, death,
parasites, infections. She leads faculty in a
discipline that has it’s very own popular Halloween costume. It’s unfortunate that costume
reflects gender stereotypes, but this is something that we as educators can keep on working on. (audience laughs) Last, but not least, this year’s winner is a Hello Kitty enthusiast
because this charming character can make the study of anything a little more bright and fun. Hello Kitty is better
than pharmaceuticals. The Peter and M’May Diffley Award Winner this year is the Chair of
Nursing, Monica Millard. (audience applauds) Monica’s husband, Bryan also
has a Halloween costume. (audience laughs) Congratulations. (audience applauds) – I don’t know what to say,
I’m completely shocked. (audience laughs) I actually just told Ahan,
there must be another Hello Kitty fan out there. (audience laughs) Because I never would have
thought it would have been me. So thank you so much. I’m just completely honored
and I have no words. Thank you so much and
my family I thought they were going to school this morning. (audience laughs) She’s supposed to be
at school this morning and interesting enough I
always take my daughter to school and this morning,
last night Bryan said, I’ll take her to school in the morning so you can be on time to the meeting. Never knowing that they
were going to be here. This is my daughter, Ariana
and my husband, Bryan, thank you so much. And thank you all for this, thank you. (audience applauds) – Thank you Roland and
congratulations Professor Millard. Under the leadership of
Associate Director of Marketing and Communications, Ritchie
Bermudez, the marketing and media team has created
this video introduction of the newest members of the
Cuesta College community. Hopefully I can get there. (upbeat music) – I’m Meghan Boaz Alvarez
and I’m adjunct faculty in the Psychology department. – Hello, my name’s Margaret Carter and I’m a part-time faculty
member at the Emeritus program. – Hello my name is Lury Norris Cooper and I am part-time faculty
in the Emeritus Program. – My name is Jane Curr
and I’ll be teaching yoga at the senior center in Paso Robles for North County Cuesta College. – Terra David, instructor for part-time employability
skills, non-credit. – Zachary Deak, Department
of Music, applied Piano. – I’m Ronnie Decampo and
I’m one of the new LBN Clinical Instructors. – I’m Jeremy Edmonds, instructor for the Manufacturing Program. – Alyssa Espinola, Communications
Studies Instructor. – Angelica Eulloqui Counselor
for the Cafe Program. – My name’s Garrett Forbes,
I’m a part-time instructor in the Agricultural Business Department. – Karen Franklin non-credit,
CTE Computer Basic instructor. – Hello, I’m Marta Herrera,
I’m part-time faculty for the nursing program. – Hello, my name is Janis
Johnson, I am the music department Piano Accompanist. – Rachael Kovach, non-credit
Career Technical instructor. – I’m Justine Neves, part-time
lecturer Architecture. – Hi, Marshall Otwell,
Applied Music Instructor. – I’m Rachel Pass and I’ll
be teaching in the College Success Studies Department. – I’m Christine Ready and I am an Agriculture Business teacher. – Hi, my name is Isabelle
Saber and I am the Interim Dean of Math and Sciences. – I’m Logan Sanders and
I am the Aquatics Lead for Community Programs. – My name is Spencer Schultz
and I’m the part-time Chemistry Faculty in the
Physical Sciences Department. – Hanna Smith, part-time
faculty at Lighthouse. – Brian Wampler, part-time Automotive Technology Instructor. – Hi my name is Veronica West
and I am working part-time with the Counseling Department. – I’m Taylor White and
I’m an Instructional Aide and I work in the Student Success Center. – Henry Wintergerst, Lab
Technician Automotive Department. – Hello my name is Rolando Zapata and I am the academic advisor for DSPS. – Hello my name is Preston
Federico, General Maintenance Worker with Facility Services. – Frazier, Plumbing. – Hi, my name is Bob Joslin,
I’m Director of Facilities, Services, Planning and Capital Projects. – I’m Tony Ubaldi and I’ll
be a Computer Technician. – Hi, my name is Judith
Gonzalez and I’m the Enrollment Success Specialist. – I’m Rebecca Hart, Counseling Assistant and Student Services. – Hi, I’m Genevieve
Siwabessy and I’m the Dean of Student Services. – Hi Michelle Hanafiah, I’m
the Director of Philanthropy with the Foundation. – Hi, I’m Bonnie Morris,
Foundation Programs Coordinator. (audience applauds) – So welcome everyone and
it’s a great opportunity to get to meet our newest
employees and members of the Cuesta College family. Now we want to take
some, just a few minutes to celebrate some of the
milestones that you may have achieved in your own personal family and I’m gonna, these are just stock photos and I could not find a
baby as cute as the ones that this campus has been having. (audience laughs) I have no worries about
our enrollment in 18 years. (audience laughs) We are doing great work in that area. (audience laughs) Is Rick Camario here? Rick has two major milestones,
are you ready to share Rick? I can’t see him. (audience laughs) All right I am not
seeing Rick, does someone else have a milestone and we’ll
let him share another day? I’ve seen some beautiful baby pictures. No one wants to share? (audience laughs) Yeah, all right. Well, moving right along. (audience laughs) It doesn’t seem that anyone
had a very productive fall or holiday break. – [Audience Member] We bought a house. – You bought a house. (audience applauds) Congratulations Devin. It’s a huge milestone. Especially in San Luis
Obispo County, right, absolutely worth celebrating. – [Dan] Michelle, I got bifocals. (audience laughs) – Congratulations Dan. (audience laughs) As long as that helps us see
positive numbers we are good. So I mentioned that we had some time as we were heading into winter break, where we had some work days
that looked different than they normally do. We had some days without
technology and some days without power and sometimes we were left wondering, well, is the power
supposed to be off today or is this something I need to report? But it really provided a
great opportunity across the campus for us to dig in
and I think unburden ourselves with some of the documents
that we have kept. I’m not sure that our buildings are quite as earthquake-proof
as they might have been before we unloaded some of that paper. But I found some real treasures
in the President’s office. And I’m just gonna share
a couple of them today. One of them that I found is
the 1967-68 student handbook. – [Man] That was mine Jill. (audience laughs) – And it’s only seven pages
long, which was pretty amazing and one of those pages
listed all of the employees of the college. But under the heading,
How Dressy is Cuesta? This is one of the quotes. That was interesting and
co-eds were encouraged to wear wool or cotton dresses or skirts and I thought it was very
unfair because the gentlemen were welcome to wear Levis. But it specifically said,
not shorts, peddle pushers or pants for women. So, we’ve come a long way. (audience laughs) I also found the faculty
manual from 1965-66. And what was amazing
to me it was 77 pages. So pretty lengthy,
included a job description, I think for every job on campus, which was really interesting. But I found this little
bit that made me see that really distance
education at Cuesta College was rooted in the beginning. And we had an Educational
Television Department and this specific statement
that was to be included in the curriculum. And so to think that
what we do today in terms of DE really reflects
our earliest beginnings I thought was really
interesting and fascinating. And I also found stacks
and stacks of documents that relate to our history of planning. And it was very interesting
to look and review some of those as we have
spent fall really preparing and bringing though the
government’s process, the strategic plan that
leads us through 2023. So this is a screen
shot, it comes directly out of the integrated planning
manual found on page four. That shows where our strategic plan fits within all of the planning
that we do at Cuesta College. And on top of all of it
of course is our mission. And then we always have data analysis but we have two very long term,
actually at Cuesta College 10-year plans that are
our long-term planning that are foundational
for everything else we do and it’s our education master
plan and our facilities master plan. This strategic plan is a
shorter-term, three-year plan that really drives us through
meeting those institutional goals that are set forth
in our long-term plans. And it was the strategic plan that we were working on this time. And the strategic plan is
supported by our operational plans and by our institutional
program and planning or IPPR processes. And so I thought it was
important for us to remind ourselves where the strategic plans fits. One of the things that was
kind of a recurring theme as the strategic plan
revision was going through the process was this interest
in really building it out and having it be much more
robust and including all of the how and I think it’s important
for us to remind ourselves that we have operational plans
that are laying out the how and our operational plans
include our student equity and achievement plan. It includes our outreach plan. It’s our technology plan and
it’s our unit plans as well. So our integrated planning
also has a very intensive timeline that looks like this and I realize you can’t see it. But I wanted you to get
some sense of the detail and again, this comes out
of the integrated planning manual that really lays
out almost month-by-month exactly what we should
be doing to maintain the plans that we have at Cuesta College. So this is what it looks like and this is what it feels like. We are, seem to always be right up against a deadline for making sure
that we have the robust kind of opportunity to have
dialogue around our planning and what is coming forward. As we were looking and preparing
to do our strategic plan update, it was also a
great opportunity and time for the mission statement to be reviewed. Now this actually happened in 2018-19 and went to the Board of Trustees in June, where they approved or
reaffirmed the mission statement that Cuesta had previously adopted. There were no changes to
the mission statement. But we engaged in the process of review to ensure that in light of all the changes that we’ve had at the state
level our mission statement still reflected the priorities
that we have been handed aligned with accreditation standards and really tells the
story of why we are here and what we are committed to do in service to our community. So, in wrapping up and completing the work laid out in our 2017-2020 strategic plan. The 2019 Progress Report
went to the Board of Trustees in September and it really
provided an overview of all of the work that had been accomplished
in meeting the institutional goals laid out. In planning for this Strategic
Plan, it really provided an opportunity to look
at all of the new things that we have been asked to
complete, legislated to complete, the new pressures and
influences on our institution from a state level. And all of these things I
am sure are familiar to you, we feel all of them
differently depending upon our role at the college
and as I look at this, it seems to be the obvious
thing that we would think really would influence
our strategic planning would be the student-centered
funding formula. Because it really have
caused us to rethink ways to maximize our opportunity
to earn proportionate and resources for the college. But the reality is that
big game changer in terms of our strategic and long-term planning is the vision for success. Now Chancellor Oakley set
this out in July of 2017 in a very large document
called, Vision for Success and it’s a comprehensive plan
to improve community college service for Californians. And since that time, two
major memos have been sent to colleges providing guidance
for how we are to implement the vision for success at
each of the 114/115 depending upon where you stand. So, here are some key
points that from a memo that was sent in 2018. And part of this really
is exciting because it’s the opportunity for us all of the colleges to use a single set of
metrics and to ensure that we are consistent in our measurement of what we are looking at. In particular, it sets
out that each metric will be valid drillable
measurable and critical. The next memo, guidance
memo provided some extended direction in terms of what
we were to do with us. And this came when we
were given our deadline for adopting local college vision goals in alignment with the vision for success. And there are three particular
statements that I’m sharing that came from this memorandum called, Coherence in Goal Setting and Planning from February 13th of 2019. And it says, colleges should
consider using these goals for the basis of planning
they will be developing concurrently or subsequently. Now, I appreciate that
this has subsequently because initially the chancellor’s intent was that every college was
going to relaunch their planning around Vision for Success immediately. Rather than following the
long-term and strategic plans that were already in
place at institutions. So that was important that we have this now opportunity for subsequently. There was an emphasis
that there was a few focus on the alignment of our college plans with the Vision Performance Goals. And then this quote at the end, too many plans can confuse priorities. So strong encouragement
that colleges align planning with the local vision goals. So as we set out to
update our Strategic Plan, which was approved at
College Council in November and then presented to the
Board of Trustees in December, we really had an obligation,
as well as opportunity to start to align our institutional goals, with what has been set forth
in the Vision for Success and with this state’s system
requirements and expectations. And so here’s a crosswalk
of what our strategic goals look like or institutional
goals and the new goals in the 2020-2023 plan. So there are four goals that carry across and those are important. So, completion, access, facilities and technology and fiscal. Partnerships disappeared. And partnerships did not go
away because it’s not important. As a matter of fact it is
valid and it is critical in terms of those measures
that we were given by the Chancellor’s Office. But it’s not drillable or measurable. And measuring partnerships
is something that’s very squishy and hard
to do and most colleges do it by counting
evidence of relationships. Things like students in internships. It’s the number of university
transfer agreements. It’s things that aren’t
necessarily concrete and would not necessarily
change year from year, in a way where you could
show grow in that area. So partnerships absolutely
is institutionalized in the way we work and we
can see evidence of that in our joint grants that
we have with Cal Poly. The way we work with Allan Hancock College in a variety of areas,
our great connections with San Luis County Office of Education and the local school districts
and the way that we partner with more community organizations
than we can mention. And we are working on a way
to try to be able to capture what we are really doing across the campus to be able to reflect and
share with our community what exactly that looks like. And so more to come on that. But added to the goals is
transfer unit accumulation and workforce, which are
specifically spelled out and required in the local
college Vision Goals. So, in the 2020-2023 plan,
our institutional goal number one is access. And here are the measures that
we are going to be following to ensure that we are providing access and one of the things I think
we really need to celebrate today is the access that
we are now providing at CMC This spring we will be
holding two commencement ceremonies at the facility and
awarding associate degrees. (audience applauds) And I’ve already received
one letter from a degree completer who’s actually
working on his second associate’s degree with us and
really sharing the difference that his is making for him. And so that is huge. But we sill have pockets of our community that do not have necessarily
yet the kind of access that would facilitate their
opportunity to attend at Cuesta. And so we will be measuring and continuing to measure access. Completion, this is our really big goal. This is the endgame and
it is why we are all here. When we convened in August,
we looked at completion as a percentage and
using the metric that had previously been in the scorecard,
which was how we reported out previously around some
state-monitored metrics. So up here is the
national completion rate. In 2018 and 2019, we
looked at the California Community College
aggregate completion rate and then Cuesta’s and we were
excited that we are above but also recognize that
we want better than half of our student to complete timely. As in our new metrics, the
measurement is changing a bit to align with the
local college Vision Goals. And I would just remind
everyone that this is where we have been handed a
target in the Chancellor’s Vision for Success and
that target is absolutely a stretch goal. It is intended to be nearly
impossible for us to reach and that goal is an increase
of 20% from 2016-17 to ’21-’22. And so we have big big work
still to be done in this area around completion and you
are doing it everyday. Transfer, this is a new goal. And it comes directly from
the Vision for Success. And even a bigger challenge
here when we are directed to aim for a 35% increase
and in particular the challenge for Cuesta
without a local CSU guaranteed transfer
institution is that this is specifically targeting
CSU and UC transfer, which is certainly easier
from some community colleges than others,
depending upon their proximity to a CSU and that has
guaranteed transfer agreements. I will say I’m excited
about some of the things that are happening around transfer. We do have a CSU partner
that we are close to being able to announce. I’ll tell you the details. It’s the details that
are keeping us from being able to announce in a timely fashion but we are very, very
close and it is going to be life-changing for
some of our students. And the second thing is I
wanted to share how pleased I am with Jeff Armstrong
and his team at Cal Poly. And the way that I am
being provided opportunity to weigh in around
transfer and the importance of transfer and to, I
hope, have some influence as they bringing back summer admits. And I have said, that needs
to be focused on transfer. That is a great opportunity
for a successful community college student
to enter Cal Poly. And they have been open to hearing that. It’s gonna be limited to
some specific programs. They are still working
to design it, students would necessarily have to
attend summer, the whole time they’re there. And maybe they would have
winter or spring or fall as their off term. But they’re seeing it as
a way not only to increase transfer opportunity,
but also to overcome some of the challenges they have
with running out of physical space and so we’re gonna stay tuned there. But I am pleased that my
encouraging that they think about transfer in that
light seems to be aligning with addressing some of
the challenges they saw in how do you onboard new
students in the summer when we don’t have the full scale of our support services onboard. Unit accumulation, this is a new measure and looking at the number
of units that our students who complete a degree of
certificate or transfer, how many units they have when they leave. And the goal is to drive that down. The target handed to all
community colleges is 79. So for us, that’s a 9%
decrease as our ’16- ’17 unit accumulation average was 87. The good news is 87,
while it might seem high is considerably lower than
some of our sister colleges. And we are going to assisted
by ED705 in this area for sure, changing that
pathway to transferable math and English is going
to help drive us towards this goal of 79. Also new is workforce. And measuring workforce
success is always a challenge. And so you see that
they haven’t even given us any target data. If you’ve been in community
colleges for a while, you know that we’ve had a number of system chancellors who have really said that part of what they’re gonna
do is help us connect with EDD and Workforce data so that we can better understand where
our students are going and what they are doing after
they enter the workforce. And yet, that still has
not come to fruition. But the real goal here
is to increase the median earnings of students and
to increase the proportion of students who obtain
the regional living wage. And so it’s really about income. Part of what they
continue to try to measure is students who are working
within their field of study. This is really a challenge
because workforce data and field of study don’t
always fit together well. When someone, welding
seems to be the example I always go to but someone
trains and they become certified and they go to work as a welder. But if they go to work
for a public utility, they’re not gonna show up as
a welder under the EDD data. So there’s a disconnect. If they go work for a dairy,
they’re not gonna show up as a welder. So even though they’re job
may be welding, it’s hard to be able to track that accurately. So, I remain hopeful
that someday we’re gonna be able to have a better
sense of whether our students are entering fields related
to their area of study but it is imperfect at best at this time. So, in terms of that
measure being imperfect. The goal is that 75% of
our students in our career technical education programs
would land in a closely related field. We are currently at 69%. And that is a number
that there is quite a bit of fluctuation year-to-year again because the data is not consistent. So, a goal that carries
with us around facilities and technology, the opportunity to ensure that especially around
our measure L projects that we are keeping our eye on the prize and making sure that
our improvements support the teaching and learning
for today and tomorrow. And finally our fiscal goal. And we’ve added considerable
number of measures here and it reflects some of the metrics in the student-centered funding formula and I’ve used some color
so you can kinda see how they’re grouped together. The first three are around enrollment. The fourth bullet is really
around the socio-economically challenged student, the one
who is eligible for federal and state financial aid. We’re also looking for the
ways that revenue comes into our college outside
enrollment, our interests. And then always maintaining
a focus on having a balanced budget and
reasonable levels of reserve in accordance with our board policies. So our big goal remains
completion and I love this photo. This is from our 2019 graduation and I love that you can’t find
a unhappy face in this whole sea of graduates. And the hat even says, Sweet Victory. So, as we are focused towards completion, one of the things that
there has been quite a bit of discussion in whatabouts
raised is auto-awarding of degrees and certificates. And this is an area where
the cabinet has been doing quite a bit of work
and we had some guiding principles as we engaged in this work and the first is do no harm. And we set out first to identify students who could potentially
be harmed by this switch of process that would auto-award and we know who those students are. Those students are our Cal Work Students and our veterans. And so we are building
processes to protect those students to ensure
that any auto-awarding would exclude them so that
there is no opportunity for them to, their financial
support to be in jeopardy. We wanted to strategize,
to maximize the impact of this move toward auto-awarding
degrees and certificates and we want ensure that
the policy, the process, the publication is all updated and it’s very interesting
when you start looking for information, we found
we were really inconsistent in the terms we used. We found that we had it
published all over the place in hard copy and on the web
and lots of different places. So it took quite a bit of
investigating to even find where this information was all housed. And we want to launch
the clear communication including an opt-out for students. And to make that easy and accessible. So where are we? We anticipate that we will
auto-award certificates next year in 2021. And we will start to
auto-award degrees in ’21-’22. And again, it’s making
sure that we have clear communication that everyone
knows where we’re moving. We are maximizing the
impact in terms of when we would roll out of Hold
Harmless and the SCFF. And to make sure that we
have all the process in place that we can do this effectively and efficiently moving forward. So lots and lots of
departments have already been engaged and involved in this and so work is happening in this arena. Some test runs have already been done, even as far back as last spring. Technology is not the challenge,
the technology exists. It’s about the process, the
procedure and the communication that we need to all be clear
around and then ensuring that we have that safe harbor for students who have the potential to be harmed. And with that, I’m gonna
invite our Vice President of Administrative
Services, Dan Troy forward. (audience applauds) – Well, good morning
everyone how are you doing? Good, well I can say from
up here I can see you all very well because the lights are on and what a handsome audience you are. (audience laughs) I see you all got your haircuts
and all that over the break. I usually judge the length
of, how far we’re in to the term by Bill Deveros’ hair. The shaggier it gets I know the
closer we are to completion. He’s looking good today though. (audience laughs) So the other thing I’d
ask you to ponder while I’m up here today is whether or not I am the worst singer to
ever set foot on this stage. Yeah, what do you think? I’m in the conversation okay, I’m totally in the conversation, good. So we’re gonna talk today
about the student-centered funding formula. Just so the, we talk a
lot about this in planning and budget committee and
other venues but I know the broader campus doesn’t
always have an opportunity to hear what’s going on. So I thought this was a
great opportunity to share some of that with you today. So, where are we now? So if you missed the first season of SCFF. (audience laughs) It had it’s first year of implementation in the 2018-19 year. And you may remember
the state at that time approved three years of Hold Harmless. So if you were a losing
district in the formula and you can raise your
hand if you’re a losing district in the formula. Yes, you know that we are. What the Hold Harmless
did is it took your prior year revenues, your ’17-’18 year revenues and it gave you, funded you at that level with the colas for the subsequent years. So we’re not yet feeling
the negative impact of the SCFF, we’re still
in the Hold Harmless and that was scheduled
initially to go for three years. In the 2019 approved
budget, they added a fourth year of Hold Harmless to that. Yeah, that’s good but if
they make it 30 or so. I’m like if they could push
it out to my retirement is what I’m hoping. (audience laughs) So that one as a current
law that would put us out through the ’21-’22 year. We’d be in Hold Harmless
and in ’22-’23 that we would be subject to the formula. At least that’s how the law works today. So as you may or may not
know there were major major problems with the
implementation of the formula. Why were there major
problems with the formula? Because they rushed to implement it. It was proposed in January of
2018, it was law by the final budget in June of that year. That’s not a lot of time
to access the impacts of the data that they
put into that formula. So when you put in some,
a lot of the metrics that they used in the formula
were reported through MIS, they’ve never been, it’s never triggered
funding before, right? It has never been audited to make sure everybody was doing,
interpreting things the same way reporting accurately and all that. So what do you think
happened when they did tie a lot of those metrics to funding? Do you think those number
the districts reported went down or did they go up? Yes, you guessed that right. They went up. So what happened in 2018 in that first year of implementation it turns out that the
state was short of fully funding the formula as they
had estimated they would based on old metrics. So what the state did was
that they for the winners in the formula they held
you to a maximum gain of just a little bit over 8%. So, what does that mean? That means if you thought
your district was going to get 12% increase. You got halfway through
the year and they said, did we say 12? We’re gonna have to
pull some of that back. So as you can imagine that
created a lot of consternation across campuses, in fact,
when I was in Sacramento just this week for budget workshop. And I find that districts
are really pitted against each other in ways I
haven’t seen in my history in the system so far. It’s very sad. Because you have districts who are winners who felt like they deserved this money, the formula is supposed
to award them this money. They’re actually resentful
of districts like us who are Hold Harmless
because they feel like we’re, we don’t deserve the money. The formula award them that, those figures and they feel like we should
just be taking our lumps, losing that money right away,
so they can realize the gains that the good Lord bestowed upon them. (audience laughs) So, it’s a very uncomfortable
time in Sacramento for these reasons. So, what the Chancellor’s
Office has pledged to do, is that they are going to
recalculate all the rates in the formula that will
be within the constraints of the funding revenue. So they’ll reduce where
appropriate the rates, they need to do to match the revenues. That is gonna happen later
this spring, probably February. But right now I think it’s
very interesting to note that we’re in year two of a
funding formula and nobody knows what the rates are. Sacramento, so where are we now? Right now the committee,
there’s a legislative oversight committee has been approved
in statute and appointmented by the governor, the
assembly and the senate get to appoint members to this committee. Who are tasked with assessing
certain potential changes that could be made to the formula. So it’s a diverse group of stakeholders. It has faculty, it has
administrators, it has students. It has classified staff,
public advocates and all that. They’re all the wise
stakeholders of the groups have then gathered to provide
their input into this. And they are charged with
producing two reports. The first of which just
came out late last month and the second which will
come out later next year. So, let’s talk a little bit
about what these initial recommendations are. So, first thing that the
oversight committee is doing is recommending adding
first generation students into the formula. So first generation
students are defined as students for whom neither
parent has a college degree. So the committee is
recommending that they be adding to the supplemental formula. So just like a college gets
points for having a student who’s a Pell Grant student, you get points for having a student
who’s first generation and also in the success
part of the formula, if a first generation
student is awarded a degree or certificate you would
get extra funding for that. So again similar to how say
Pell Grant students are treated. So, right now there’s some
data issues with that. I was talking to Brian Carnall about this, he’s a bigger expert on this than I. That the only way we
collect that data right now is through CCC Apply. So students self report it. I think there’s some issues
about whether that’s a reliable way to measure it. So, the governor and the
stakeholders are recommending that they spend about a
year developing that data to make sure it’s a little bit more sound in how it’s produced. The committee was asked to
recommend consider academic proficiency of incoming students. They decided not to
recommend inclusion of that and the rationale is that again the data, they found it hard to consistently
judge what that standard would be, so they’re not
recommending that at this time. There was a big discussion
about having a regional cost of living adjustment in the formula. So you can imagine if we
talk about needy students, the threshold for being
needy, might be a little bit different in Avenal
than it is in Los Gatos. It takes a lot more money to
support yourself in Los Gatos than it does in Avenal. So for obviously right
now the formulas is gonna to reward a community like Avenal than it is a community like Los Ganos. So there was a discussion
about whether there should be some kind of regional adjustment to account for that. The committee deadlocked on it. There was literally a six to six vote, no recommendation on that. So as you can, I think you
can see it’s kind of easy to see both sides of the
argument of that, right. Those student who are needy
and there are some needy students in Los Gatos who
are not being supported right now in those districts
in high cost areas. Like ours, the South
Bay districts are losing a lot of funds in the formula. And they’re gonna find it
hard to have those extra support funds to help
those students who are, on the other hand it’s
also hard to imagine that the legislature by putting
in supplemental factors. Imagine shifting funds
from Avenal to Los Gatos in that formula. So anyway, I think they’re hoping to have further study on that. And with that in mind
they also recommend adding a fifth year of Hold
Harmless and I think the big point of that is to be
able to have a little time to assess the negative
impacts of the formula to understand why
districts that are losers in the formula, if there
are reasonable adjustments that could be made. And that it takes a little
bit of time to assess those factors, so that’s
what the intent there is. And of course the last recommendation, which is a genius
recommendation in my view is to fully fund the formula. Wouldn’t that be a good idea? So the committee’s next
year tasked with a couple of other things, they’ll
be looking at instruction of service agreements. Right now those ISA
Programs, Simple Majority, Atascadero State Hospital Program are not in the formula at all. They’re just funded as if they’re
FTS and in the old formula and also look at ways of
including non-credit instruction. The other thing they’ll be
doing is trying to assess how do we handle the formula
in an event of a recession? What is our strategy when
funds start doing negative how do you allocate or reduce
district funds with that? Under the old system, what
we did if there was a deficit is that it was done across the board. So if we were, the state
was 2% short of funding. Every district would get a 2% cut. And the reason why that
made sense in my view was that we were equally funded. Right, we were all getting
roughly the same amount of funding per FTS. So there was really
not much of a rationale to do anything different
other than across the board. I, and some others are
arguing going forward if we have disequalized funding. If some districts are
getting $6,000 for FTS and some are getting $9,000 for FTS is it fair to treat us all the
same in that reduction right? I think there’s a real
risk that those low funded districts are going to
find it hard to even fund a classroom if they’re
forced to cut anymore. So I hope that will be considered in those discussions. What else is happening? You’ll notice a lot of blank space here. (audience laughs) That is intentional. So again, the governor’s
not proposing any immediate changes to the formula. He did signal a willingness to take a look at the first, adding the
first generation students to the formula. But they want
to spend a couple of years, let’s get the data right. Let’s spend a couple of years testing it. I think that makes sense
and it’s a fairly quiet frankly budget for the
community colleges as a whole. Dr. Sterns this morning
mentioned, referenced a lot of the major initiatives
we’ve been working on. SCFF, Guided Pathways,
AB705, Strong Workforce. I mean all these major
initiatives have been shoved on to the community colleges
of the last few years. It’s created a lot of work,
a lot of turmoil on campus and I think what we’re
seeing here is it’s a kind of a pause year for major initiatives. I think they want things
to settle down a little bit before they try to get
creative again with us. And I for one welcome a bit
of a pause in that regard. So, opportunities, what
can we do in the formula? I mean this is really
a campus-wide effort. Right, it’s not, I’m the money guy, but it’s not a fiscal effort. I mean all these things that
benefit us in the formula happen all across the campus. They happen in Mark Sanchez’ area. They happen in Jason Curtis’ area. They happen all across the campus. I think all of us in
some ways can play a part in improving our standing in the formula. So Dr. Sterns referenced this
morning in her introductory comments, the auto-awarding of degrees. Obviously ticking up the
number of degrees ticks up the revenue in the formula. A lot of other colleges
have already done that, that’s why they look good in the formula. So, we should begin to be
adjusting to that reality too. That counting the most rewards
that we can rightfully count is certainly in our interest. Later on today, you’ll
hear about Guided Pathways. That should help increase
our success metrics as well. So I’ll let Matt a little
bit talk about that. Mark Sanchez is talked a lot
about his expanded outreach efforts, I know we’re
doing a lot more in terms of promoting our materials
and a bilingual materials and all that. So that is getting in that
FTS, finding those pockets of student who can benefit
from the instruction we provide has always been important. Especially important today. Alternative revenues,
so Jill made reference to this as well, in terms
of our strategic plan. We have property,
particularly in North County that I think has potential
for us to lease out and achieve revenue from that. And I think Richard the Keysick Property. You may not know what that is. It’s about 23-acres across
from Buena Vista Drive in the North County Campus. I think it’s very unlikely
that we’ll have any need to develop that property
in the next several decades for our uses given our enrollment trends. We have plenty of land up
in North County otherwise. So I think there’s a real
potential for us to develop a lease option for that,
that would generate a revenue for the district. So obviously that’s not a short-term goal, that will take several years
before really realizing any revenue from that
but that’s something that we’ll be exploring. Another issue, I thought it would be worth just broaching a bit today
is the Basic Aid status. I get asked this question a lot. When are we gonna be Basic Aid? So as we’re squeezed in
the formula, the threshold for us to achieve Basic Aid gets lower because the revenue we’re
getting from the state is not growing as fast as
the local property tax is. So, when the state lowers our funding we get closer to that point. So, I think that’s good
news for us I think as we go forward because that
creates a floor for us. As poorly as we do in
the formula going forward we can only drop so far,
because we do have those local revenues that support the district. Right now we’re about
our property tax and fees which accounts for local
revenue is roughly 90% of our apportionate funding. So I think if I want to provide some, I don’t usually provide comfort
because I’m the fiscal guy, I usually try to scare you. (audience laughs) That’s what I do. I think
I do a pretty good job. But I also want to provide
some assurance that there’s only so far we can drop. We’re not gonna lose half our funding. With the property tax
shoring us up we have that as a backdrop. So, with that, one of
the other ways of course that we’ll be looking
to improve our standing in the formula is through
enrollment management and with that I’m going to
bring up Dr. Jason Curtis who will talk about that. So thank you all and I
look forward to chatting with you at lunch. (audience laughs) – Well good morning everyone. I love being up on this
stage, did you hear that Bri, I like being up on this stage. (audience laughs) So, Dr. Sterns encouraged
the VPAs to be fun and engaging while we were up
here during our time today. So, we’ve had strategic plan, that’s fun. And we had student-centered
funding formula, which is just oodles of fun. And in trying to think about
what I was going to do. I decided, well, you know
what, I’m an interim, let’s take some risks. (audience laughs) We’re gonna do something
and it’s either gonna be really fun and memorable
or it’s gonna be a complete train wreck and still memorable. (audience laughs) So we’ll give the screen a
chance to switch over here. Maybe. – [Guy] This is memorable. – Yeah, so far so good. (audience laughs) It’s okay, I know how to make it work. If I have to break the
presentation I will. Seems promising. (upbeat music) All right, we wouldn’t
normally encourage this but please take out your devices. Open a browser and navigate
to or I’ll give us all plenty of time here. And you’ll have to enter that PIN to join our Opening Day game. Oh yes, your name will
appear on the screen. And should you end up winning
or being in the top three. Your name will really
appear on the screen. So be prepared to own it. I saw my name that’s good. Someone’s grabbing my phone. We also have new wifi in the CPac. So this is a good stress test
of that, you’re welcome Keith. Really I’m just filling my
time with Cancun klava music. I thought about whether
to do this as a post test or a pre test. Post test is really not very fun. A pretest, much more interesting. (audience laughs) I feel like the pace of
entry is slowing down. I’m gonna go ahead and start. The first question is a
warm-up question, it’s worth no points at all. It’s just to get us into
this and really stir up some controversy. (gong bangs) (upbeat music) I believe the time shows on
your display if you’re on this app and you can’t hear the timer. (gong bangs) (audience cheers) Interesting, interesting. As I watched the New
Year’s Eve celebrations, I was angst-filled at the number of people who thought we were starting a new decade. Mathematically that’s not true. Just so you know. We’re really still
finishing the second decade of the millennium. We can argue about that later probably. But at least you all see how this works. So now we’re gonna get into
questions that have actual point values associated with them. Fun little questions to
see what you know about Cuesta’s enrollment. Pat somehow you’re winning,
your zero was best. (audience laughs) That may not actually be Pat. (audience laughs) So just to make sure you
understand how this works if you’re not familiar with Cahoot. Each question is worth a thousand points and the quicker you answer
the more points you get. So if you wait til right
at the end of the timer expiring, you’re only
gonna get a couple points. If you answer right away, you
can get a thousand points. Oh, wish us luck. (quizzical music) So in which fall semester
did Cuesta have the highest enrollment by head count? (upbeat music) 10 seconds. Five. (gong bangs) So there you go. Cuesta’s peak enrollment
by head count was in 2009. It went down a little bit after that. State budget cuts and
something with ACCJC, I think might have had
something to do with it. Moving on, let’s see where we’re at. There, excellent. (audience laughs) I’m also encouraged by that second person. (audience laughs) (quizzical music) So in the aforementioned
master plan, what was our project growth rate and
head count for the decade between 2016 and 2026? (upbeat music) Decline is a possible answer. (gong bangs) Interesting. We were actually projected,
our goal was just to grow at 1% per year for each of those 10 years in terms of headcount. Soon, you will find how we actually did or how we’re doing. Trainwreck continues to lead. So, next question. How many graduates from
SLO County High School that graduated in 2019,
attended Cuesta this fall? (dramatic music) Does your phone show the answers? – [Audience] No. – I’ll stay back here and
hold back the curtain. (gong bangs) In case you’re wondering
506 was the out-of-area new high school students,
940 is Promise students and the 1105 is the total enrollment. Just poor pedagogy, bad question. Trainwreck is on it. How much did Cuesta’s dual enrollment grow from fall 2014 to fall 2019? (dramatic music) Five seconds. (gong bangs) (audience cheers) Yes, dual enrollment
increased by a factor of 20 20 times greater in 2019,
than it was in 2014. What type of degree was our most awarded in the most recent academic year? Your choices are Associate
of Arts, Associate of Arts for Transfer, Associate
of Science or Associate of Science for Transfer, think about it. (quizzical music) 10 seconds. (gong bangs) Why was it the associate of arts? – [Audience Member] Liberal arts. – Ah, the liberal arts,
the catch-all degree falls under the Associate of Arts. So still awarding more of those by far. All right, well those
are the five questions. We have one more bonus question
that will help us determine our actual winner. It has nothing to do in enrollment. This is for my friends
in athletics actually. Oh look it. (audience boos) But which one’s the real one? (audience laughs) Which university uses this logo? (quizzical music) I know it looks familiar doesn’t it? They are the Cougars if that helps. I’m quite convinced two of
them are colleges I made up. (gong sounds) (audience cheers) That is the Washington
State University logo. All right, well moment of truth huh? There is no prize for this game. (audience cheers) Impressive. There it is. And you can see their scores,
you can look on your device and see how you did relative
to those top performers. You can provide feedback at this point, if you click this button. Maybe I do, there you go. Does Trainwreck want to self-identify? Ahh, it’s Shannon. (audience laughs) (audience cheers) All right, while you’re
providing feedback. You can leave your phone
out for a little while. I’m gonna see if I can get
back to what we were doing. It’s just gonna be an
anti-climax from here on. (audience laughs) All right, so picking up
where Dan Troy left off. So in the Student-Centered
Funding Formula, one of our challenges
as Dan mentioned is that we have a lower proportion
of Pell Grant recipients than other state and
federal aid recipients than a lot of other colleges in the state. Our students are not necessarily as needy as students in the
urban areas, the valley, the Imperial Valley. So that’s just something
we have to overcome through other pieces of the formula. It’s not likely that that’s
gonna change in the near future given the
demographics of SLO County. But in general, just so
you know those pieces of the formula in which we do better. Associate degrees for transfer, way to go Team ADT. (audience cheers) Completion of transfer-level
math and English. I’m gonna show you more
on that towards the end. But we were already doing well in that before our recent gains. And completion of nine
or more units of CTE, Career Technical Education. So we should be proud of all those things and I think we actually have a feeling, we know that those are places
in which we already do well. The places in which we lag
behind the state average or the other colleges in the state. Completion of credit
certificates, but you’ve already heard about that from Dr.
Sterns and Vice President Troy. And the attainment of
a regional living wage. It’s SLO County so, it’s
just harder for our students upon graduation to reach
a regional living wage. And that’s why it would be
great of they would take that into account in the formula. Okay, so, but regardless
of the funding formula, we need to continue to
focus on those traditional aspects of enrollment
and rocket science right. We should recruit students. We should help those students
be as successful as possible in as many units as they
can comfortably take. And then we should retain
those students through a subsequent semester and
somewhere along the way it would be great if we helped
them reach their actually educational goals. So that’s it. That’s enrollment, right,
that’s all we have to do. Those are the strategies to be successful. But let’s dig into some data. Here’s a graph that could be
the median home price in SLO. (audience laughs) Actually, I guess we’d
have to add two zeros and then it would probably be closer. Cuesta’s unduplicated fall
headcount from the very beginning all the way up to fall 2019. So it’s the fall semester,
total number of students. And you can see that
peak that we referenced in the Cahoot quiz. You can see the nadir,
which was back in 2013. The lowest point after that
peak, sort of at the height of all the issues. I arrived just after that. (audience laughs) And then in Fall 2019, we
reached 12,829 total students. (audience applauds) Just for reference,
that growth trajectory, we’re growing at 5% per year
over that five or six year period, a little bit
faster than anticipated in the 2016 Educational Master Plan. For those of you who aren’t
as graphical and don’t love looking at the data that way, just some summaries. So the headcount has returned to the same levels as Fall
2007, two years before the peak. Fall 2019 was the 4th
highest of all fall semesters in Cuesta’s history. And so what factors do
you think have driven that growth and headcount. Turn to your neighbor and
whisper to them what you think it is. Prove to them how smart you are. (audience chatters) Take a chance, put it out there. And shout out some things that
you think may have done it. (audience shouts) I heard a lot of Promise. – [Audience Member] Dual enrollment. – Ah, dual enrollment. We’ll get to all of those things. (audience laughs) Here’s the Promise, so the
Promise started in Fall 2014. You can see back then we were capturing, the green line is our capture rate. Here’s the access over here such as it is for our capture rate and that pre-promised we were
capturing in the mid 20%’s as far as our local high school graduates. Last year, broke through the 40% line. We don’t quite have the Fall 2019 data because that relies on getting information from the high schools and
sometimes that lags a little bit. But we’re over 40% of
SLO high school graduates now choosing to attend Cuesta in their semester after graduation. The Promise certainly has a
huge effect on that decision. And in the light green
you can see the proportion of the total students, the total SLO high, not just SLO high, SLO
county high school graduates who attend Cuesta. So about 85% of the county
high school graduates are coming to Cuesta on
the Promise at this point. So it has certainly been
a contributing factor. So over 40%, 85% Promise
and since the start of the Promise our capture
rate for those students, I know that’s a fun term, capture rate, has increased about 50%. So from the mid 20s to over 40. What about other types of enrollment? I heard some people
shouting dual enrollment. We heard about some of the
other things that might be affecting our overall enrollment. Here’s a look at our
total FTES in the fall. So just the last five years. What I’ll point to is the
bars are getting taller. So our portion and our FTES for Fall continues to increase. I highlighted in the legend here, you can see a couple
aspects that I pulled out. Just pieces that might
be of interest to you. So Light CMC, there was non actually. That’s a graphical error up there. In Fall ’15 and has grown
quite a bit to Fall ’19. Emeritus is back and
sort of clicking along. Not necessarily consistent
in what it delivers but what we continue to work on that. And Matthew Green and his
group deserve a lot of credit for that and CNC. (audience cheers) Dual enrollment is the band in yellow and you can see that 20x growth factor from Fall ’14 up to Fall ’19, how much dual enrollment has grown. And then the dark green band
is our supervised tutoring, our CS99, all the work
that Quay and Cee-de-nay are doing in the Student Success. (audience applauds) So, I think it’s a little hard to see just how much of an impact this is having, but really astute observers of this slide are also looking at
this and what happening to just the light green portion over time. It is actually declining. So if not for these other things, we would be in a decline
right now in all likelihood. But just because it’s of interest to us and I really want to
emphasize that what I’m gonna do, you wouldn’t normally
do this in a presentation it’s cheating but I’ve shown
you the total graph first and now what I’m gonna
do is I’m just gonna cut this axis right at 3000
and just show you the top of those bars, so you get a better feel for how much these things have grown. So there’s the total
growth in each of these in the last five years and the decline in the light green portion. Except that, even the light green portion this Fall, started to
tick back up a little bit. Which is very encouraging. So the fall FTS is growing steadily. It’s at its highest point since Fall 2011. It went down and then it came back up so we’re back up to that
2011 point in the U part of that curve. The FTS from those special
programs, it’s hard to find a name to call that
group, but you just saw them so you know what I mean. It’s really helped to
backfill the declines from some of the other
traditional credit offerings and yet, those traditional
credit offerings were up slightly in Fall
2019 and another point worth mentioning is that a
lot of the special programs, the students and the FTS
from those special programs are outside the SCFF. We still get the old full
rate for those programs. So students at CMC, the
dual enrollment students and those are really good things for us because we don’t have to
worry about the declines in the formula and the
pressure from the formula when we continue to work with
and serve those students. So okay, more students are
attending but we know now in the formula, that’s only
where 60% our funding FTES, the rest comes from other success metrics. So how is our enrollment
translating into success in those metrics? So we have our data relative
to 8705 for the Fall now. And I showed this at the beginning of Fall and we had just done an
early pilot in the Spring. And I want to put this up
so that we can take a moment and really marinate in this and celebrate the work that’s been done here. So, to try to orient you to the table, if you don’t remember it from
last time or haven’t seen it. Here’s Fall 2018 and Fall 2019. For each of these three
courses we have English 201A, English Composition, Math 230
is Math for the Humanities and Math 247 is Intro to Statistics. So, we have the total
enrollments, ’18, ’19 and the growth in bold. So growth in all of
those, way more sections. You can ask your colleagues
in English and math how many more sections of
201A, Math 230 and Math 247 there have been. The changes and success rates. And again, I just want to pause here because one of the fears
with 8705 is when you tell high school students or
our incoming students whether they’re recently
out of high school or not, you know you can go straight
in to transfer-level math if you want. One of the fears was they
were all gonna say, okay and head for it regardless of
their level of preparation. And that we were gonna
see it a real decline in success rates. But your colleagues at math
and English have built in a ton of supports, just-in-time
supports, additional things built in to campus, extended
hours in the Writing Center. A new Stats Lab in the
Students’ Success Center, support courses, one unit
support courses for students most in need, so that they
have an extra hour with their instructor along with those classes. And look at the increases
for success rates for all three of these classes. (audience applauds) And so all told when
AB705 was supposed to do, was supposed to increase the through-put. The number of students
finishing transfer-level math and English and you can see in bold that the number of
additional students who have completed transfer-level math and English, thanks to our work around
implementing AB705. And just so you know what
impact that might have in the Student-Centered Funding Formula. Completion of transfer-level
math and English is worth about, and it
could change, is worth about $1000 a student. So, if we look at the 1000
who completed English, transfer-level English
that 800/900 who completed transfer-level math and
there’s other transfer-level math, so students on a
STEM pathway who finish calculus or pre-calculus,
we’re not even talking about them in this table
but they’re out there too. So, we put about 1000 students
through transfer-level English or math and hopefully
both during the Fall semester. That’s about a million dollars
in the Student-Centered Funding Formula. So that is a huge impact
from a lot of work that a lot of people have done. I guess the other piece I
want to say about this is, I wanna take a moment
to poke holes in a myth that we carry with us,
not just here at Cuesta but in a lot of places and that’s that, new students, transfer-level
English, comp and statistics, those are really hard classes and students shouldn’t take them both their first Fall. I would encourage you to rethink that. We’ve built a ton of
support for these students, we continue to use equity
money and other funds to build in additional supports. And the more of those
students we can get through transfer-level English and
math their first semester, those are sort of the two
main hurdles for a lot of college students. Once they’re over those, it’s
on to their major coursework, other gen ed requirements
and they’re on the road to completion. So we’re gonna hear from
Guided Pathways in a little bit and just think about the
importance of getting students through English and math
that first semester. And then one other look,
we should always be aware of our growth in degrees and certificates. And so dark green up here
are the regular, I guess, associates’ degrees, the AAs and ASs. The light green bar is the
growth in Associate Degrees for transfer over the last five years. And the yellow bar, the
yellow line at the bottom is growth in certificates. So Cuesta has not, in recent
history really focused on giving credit certificates,
awarding credit certificates, putting students on pathways
toward credit certificates. But you can see that we’ve done some work and we started to see
some real increases here. But you’ve heard about auto-awarding. And you might notice
that the 2018-2019 data for certificates is
missing and that’s ’cause it ruins the graph when I put it up. (audience laughs) So we actually did the
experiment of auto-awarding in the Spring, in Spring
2019 and we did it under that principle of do no harm. We only tried it with
students who were already getting an Associate’s
degree and what we tested was auto-awarding CSU General
Education Certificate. So, if you’ve got any
DT, you by definition already done CSU/gen ed work
and here’s that data point. (audience laughs) Over 2000 certificates. Now, in the SCFF, if you get a certificate and an Associates’
Degree in the same year, only the highest degree award counts. So, we’re not cheating
the system here, yet, by doing this. (audience laughs) But think what it would
look like if we did award a certificate in year one
and the degree in year two or year three. It would be substantial Dan? – [Dan] Yes. (audience laughs) – Substantial’s a fair word. Okay, so just to close, we
have a number of initiatives that have given us a lot
of opportunities to promote our programs in new ways. We have Guided Pathways, we
have work coming up this Spring that faculty are going to do around maps, finishing up the maps
for different degrees and really getting our
student when they visit for Cuesta Preview Day, Cougar Welcome Day to get them on a map
to a degree right away. And so that’s one piece, we
have the Strong Workforce funding, which continues
to be provided to us. And if you’ve driven around
the county, you may have seen some new Cuesta
billboards, those were paid for with Strong Workforce
funds, so thank you for that. And we continue to do phenomenally well in the last couple of
years obtaining federal and state grants. And so all sort of new
programs around looking at ways to provide our students
with research opportunities, just giving our students more support, the Teacher Pathways Grant
through the Department of Ed. Phenomenal work being
done by a lot of people on those grants. And nevertheless, I would
just close by saying, we need to continue to look
for opportunities to offer new and emerging programs
as student interest change. We don’t know what
students 10 years from now are gonna want from
their community college. We have to be ready to
listen and we have to be as responsive as possible in
providing those programs, those opportunities. So, if you glance at your
program, you’ll see that I’m the one to dismiss you to the break. So I have been authorized
to tell you that you have 10 minutes to break,
stretch, bathroom, bio, whatever you need to do,
refill the water bottle and we will see you
back here in 10 minutes with a Promise Day video. (audience applauds) (upbeat music) (audience applauds) – Hello. I’m Ryan Cartnal, one of
the administrative co-chairs for Guided Pathways and this is. – Good morning everybody,
Madeline Medeiros STEM Arts, Humanities and Social Sciences. And the other administrative
co-chair for Guided Pathways. (audience applauds) I just, just a little disclaimer here, that light is incredibly bright. (audience laughs) I’m okay not being in the spotlight, if we don’t want to have it on. I think everyone can see me just fine. That’s better, that’s better. So just a disclaimer, we
were not asked to be fun or engaging. (audience laughs) So, good luck with this. However our presentation is short. (audience cheers) So, is this, this is hot, okay. Just to start Ryan and I
thought we would just kinda recap a little bit with
what is Guided Pathways. And we’ve included just a short definition of Guided Pathways and if
I were to redo this slide again, I would highlight
three different phrases and words in the definition. And the first is, it’s an
institution-wide approach, it supports students
from each point of entry. And the third word is attainment. So institution-wide approach,
point of entry and attainment and that really sums up
what Guided Pathways is. So Guided Pathways involves
all of us in this institution at our college. So faculty, staff,
administrators, students. And it focuses on supporting
and serving our students from the very first point
of contact that we have with students through their
entire academic career with us, until they attain their goal. Whether it’s a certificate, a degree, transfer or job attainment. So again, just a little
summary of what it is. And just something I think
is important for all of us to remember is that it involves
every single one of us. – Okay, so the next slide
is Why Guided Pathways. I have some data here and
I’ll preface my remarks by saying, oh what are you doing? (audience laughs) Our metrics are, we
outperform the state on each of these metrics, that’s a good thing. But let’s kind of reflect,
here’s the first metric that I chose, less than 6%
of Cuesta students complete 30+ units in a year. Is that acceptable? It’s hard to get a degree in two years if you’re not pulling 30 per year. And I’m not trying to bring us down but. (audience laughs) Only 11% of Cuesta students
complete math and English in the first year. I feel like this will
see some nice increases due to AB705, but
currently it’s about 11%. And that’s a milestone
that predicts completion. Slightly different number than Dr. Stern’s but I took kind of an
average, this is a scorecard. About 54% of degree
transfer directed, students complete within 6 years. And among ADT, Associate
Degree for Transfer completers the average
that I have and I used, not exactly the same number 86 units. When you think about
an ADT being 60 units, you’re looking at a
year or two additional. So to minimize lost
opportunity costs for students to get them into the career they want to, whether that’s transferring
and then going to career or going right into a workforce
that’s what Guided Pathways is about, completion. – As far as our students are concerned, you know our students love
being in your classes I’m sure. They are appreciate the
amazing services that they get here at Cuesta College. But, ultimately if you were to
ask any one of your students most of them, I’m sure
would not say that they would like to be there for six years, attaining their goal. What our students are really
interested in are careers. And a career that provides
a comfortable living wage. Some of our students are even
interested maybe in living in living in San Luis Obispo County. (audience laughs) Guided Pathways, one of
the key components of it is making the connection
between the students programs and the student’s careers and making that connection very early on. So, it’s about starting
with the end in mind and really giving students
their opportunities to do some career exploration early on, so that they can determine
what it is, which program it is that they would like to go into. And careers are not only in the domain now of career technical education. Careers are about all of our programs. So, whether a student is an English major or studying in Philosophy
or studying in Communication Studies, they need to be
able to see what would be my career outcome in this program? Just as much as a
student who is in nursing or who is in Auto
Technology or in Welding. So, again, that is really
just a key component for Guided Pathways and
this is one of the things that will also help our
students save a little bit of time if they can
do this exploration early on, their pathway would
be a little bit better planned, better structured
and save them some time. – Okay, so speaking of pathways,
one of the accomplishments this year, we have the Program
Mapper and we have mapped discipline faculty working in
conjunction with counseling faculty, I’ve mapped more
than 132 here degree patterns suggested, which is really cool. There are some great work
done by discipline faculty and counseling to achieve this goal. We hope to have these maps,
don’t hold me to this, maybe by the end of
the semester published. We’re going through the
vetting process right now. But it’s a really cool tool for students, the students we’ve showed to
have thought it was really beneficial, so it’s a great
accomplishment in my opinion. – Another one of our
accomplishments this past year has been developing areas of study. So, our team, Guided
Pathways Implementation Team and in particular our two
faculty co-coordinators did an incredible amount of
work coming up with these. There are eight areas of study
or proposed areas of study at this time, this is still going through
our governance process. But each area of study, the
idea behind these is that within each area of
study there’s a grouping of different programs and
those programs have either similar or some shared coursework or some similar career outcomes. So, when a student first comes to us, as opposed to looking a
very long alphabetized list or semi-alphabetized list of majors. They can first focus in on
a general area of interest and then begin a program
within that area of study and what it would allow
students to do is still explore, but because of the shared
coursework or similar coursework within those programs
in each area of study, there’s some flexibility to move around. So the idea behind this
is that it will also save some of our, many of
our students some time, should the still not be completely sure, because more of our students
are not completely sure when they first begin with us. But certainly in that first
two or three semesters, there’s flexibility, what
Heidi would call, a flexible first year for our students. And one thing I’d like
to say about the proposed areas of study, the names
for each of these areas and then the subtitles or the subnames in each of these areas, these
really came from our students. Heidi and our Student
Engagement Task Force and Lara, worked with our students. Good feedback from our
students and asked them, what makes sense to you? What are the titles that
really make sense to you? And which programs make
sense to you to go in each of these areas? So, just lots of student feedback here. And again, these are
proposed, this is still going through our governance
process this Spring, but again we hope before
the end of this semester that we’ll have these in place. Oh this is me too, another
one of our accomplishments this past year, it’s been
a busy year for the team, has been student engagement. So we also have a Student
Engagement Task Force and students this past year have served on the Guided Pathways
Implementation Team, the GPIT. They have provided
really valuable insights and feedback through student
panels, through focus groups, through surveys and we’ve
had students participate, volunteering at many of our
events, including Promise Day, Connect to Cuesta, Cougar Welcome Days. And we plan to continue this. So really important in
Guided Pathways is listening to our students, listening
to them, what works for them. What’s not working? What are their needs and
then incorporating into all of our planning and implementation. – All right, I get to do the fun stuff. Couple special shout-outs and
I’m gonna go deep in Star Wars right now. (audience laughs) So these two Jedi have more midichlorians than Baby Yoda. (audience laughs) (audience applauds) That means the force is
strong with this group. All kidding aside, that’s not kidding, they are amazing. What they have done working
with faculty and students to bring the GPIT, the Guided
Pathways Implementation Team to where it is now, I don’t
know compared to a year or so ago, it’s just
amazing and couldn’t happen without their great work. So I’d like them both to
stand up if that’s cool. (audience applauds) So thank the great work the
GPIT has met twice a month, right twice a month or the last year and very engaged group,
including students as well. (audience applauds) – This we have done as a
team, the Guided Pathways Implementation Team and
a college, because there have been other people
who have been involved on taskforces who are not on the GPIT. But, really when you
consider this, we’ve only been at this for two semesters. Our work really began in
Spring ’19 and continued into Fall ’19 and it’s been
a tremendous amount of work. So just really really proud
of everything that we’ve done. Next steps, there’s still a lot more work. So we will continually work
with our students to find ways to engage them, opportunities for them to share their voices. Once we have confirmed and
finalized our areas of study at least for the current
time in vetting these area of study to a lot of the
work that we had been doing at the college already for our outreach and orientation events. Again, our Cuesta Preview
Day will be at March and Connect at Cuesta
in the Fall Semesters are orientation for students. We started this last Fall already, it was incredibly successful. So continuing this at our Promise Day. We’d like to create area
of study communities, which include faculty and
students from those areas of study working with new
students in particular and then developing
opportunities for students to explore careers early on. We had some of this going
on already in the college, but we need to expand that
because really every new student that comes to our campus
should have an opportunity to spend a little bit of
time exploring careers and what their interests
are before they dive into one of our programs. – And finally, here are some
ways you could get involved if you’re interested. I would say the first bullet is something that will be a continual
process of updating, creating new maps. Right now we have these
program maps that are two-year. We’d like to create three year maps because a lot of our students
are on that trajectory. You can see the other
bullets, participating in area of study workshops,
becoming an area of study faculty lead, I believe we’re sitting here call for that for the
Academic Senate I believe. He’s like yeah maybe. Attend Guided Pathways
town halls that we have had two or three, have
we had three maybe four? And finally, let’s see,
you can email that address and I think Madeline
wanted to talk about this. – Yeah, just if you did not
pick up one of the Guided Pathways brochures when you first came in, make sure you get one on your way out. Pretty much all the
information that we shared with you today is in the
brochure, a little bit more here and all of our contact
information is on here as well. So, thanks so much for
listening and I hope you all have a really wonderful
Spring 2020 semester with your students. (audience applauds) So I am introducing Dr. Mark
Sanchez, our Vice President of Student Services. (audience applauds) – Good morning Cuesta College! – [Audience] Good morning. – Come on this is the
Spring Semester, I gotta feel some better energy than that. Good morning Cuesta College! – [Audience] Good morning. – Yeah, excellent. I’m pleased to be here
today to provide an update to the college community
on a very exciting project we’ve been working on in
collaboration with the City University of New York or the CUNY system. And in particular looking
at a model, a nationwide model program with regards
to accelerated study and associate programs. Just really quickly, a
little bit about CUNY. CUNY is a blended
post-secondary education system. So it does consist of
two-year colleges, open access two-year colleges, as
well as universities. So, for the intents and
purposes of this presentation we will be looking at
the ASAP Program offered at their open access community colleges. In April of 2019, Cuesta
College was one of four colleges selected in California to
participate in this project. With Skyline College being the grant lead. And our partners including
Pasadena City College and Lake Tahoe Community College. So very excited to be a part of that work. And is Janet here, Janet Shepherd? – [Woman] No, she’s not. – I just wanted, this was
a competitive grant process to be a part of this project with CUNY and I really wanted to
acknowledge the excellent proposal that Janet Shepherd put forth. (audience applauds) This work included
replicating key elements of the CUNY ASAP Program. And the design is meant to
align with Guided Pathways and our Promise work. That’s actually why we
were selected to be a part of this project. And the outcomes are to
increase your attention, graduation and certificate completion. So, I do want to note that
$150,000 for this initial phase, it is Initial Phase Funding. So it’s considered start-up. It’s an innovation grant award. So we’re hoping that
there’s, we’ve been told there’s additional funding
available contingent upon the delivery outcomes. So we hope to meet some of
those initial benchmarks, which you’ll see shortly. And just as a point of
context, the ASAP Program is funded by the New York Mayor’s Office. This is annual amount in
the amount of $84 million and in Fall ’19, they
served 25,000 students. So I was on a conference
call with the CUNY folks earlier this week preparing
for this presentation and it’s really interesting
to hear how they speak about this dollar investment. They really see it as an
investment on the front-end, rather than the back-end. And so that back-end is
obviously, that’s prepared people in the community for the workforce. So there whole philosophy
is really centered on financial investment in their community on the front-end. What is ASAP? ASAP is an equity-focused cohort program, really designed to support
students through to completion from the point of inquiry to
educational goal competition. It basically eliminates all
the financial requirements for a student to be
enrolled at the college. So it pays for their
enrollment fees, their books, transportation, however there’s a caveat. It does require mandatory
participation in counseling, academic counseling, tutoring and academic follow-up services. In addition the student
signs a contract agreeing to participate in four
activities per month in order to receive those incentives. So it’s very highly
incentivized but I think when you see the data in a subsequent slide, you’ll see that approach
seems to be working for them. They focus on the use
of the Summer program in terms of onboarding their
new first time freshman. They see it as really an
opportunity, particularly for those first-time
freshmen that are coming straight out of high
school is really to coach those students on the
difference between the post, the K-12 system and their
post-secondary system in terms of expectations. One of the things, the President
and the Dean and Counseling and I have an opportunity
to travel to New York in April of 2019, to actually
see their model in action. And one of the things that
was really predominant from the student perspective
was just how much hand-holding was important to them as
they made that transition from high school to college. And so I particularly
remember one of the students saying I was an A and B student,
which you know I studied two hours a week in high
school and by the time I got to college, I knew
that instantly changed to about 2-3 hours per day
in terms of the expectations. And so sometimes we think
student should know that but often times it’s
something that really needs to be coached in our
particularly for first generation low-income college students. And then non-participation
in these program activities results in removal of these supports. And so, one of the things
and they’re very strategic on how they do that
because should they pull transportation then there’s
probably a high likelihood that the student’s not
gonna remain enrolled in the program. And so, but hearing from
the students, it’s amazing how a Metro Pass, an
unlimited ride Metro Pass in New York means to that student. So the value’s about $127
a month for an unlimited ride Metro Card. But that student uses that for everything, not only just getting to
class but also getting to work and travel on the weekends. The Metro is really the
major mode of transportation in New York. They have a lot of reasons
to want to get that Metro Card every month and
participation in activities is critical. This is CUNY ASAP data
from Fall 2007 to Fall 2014 and it’s graduation rates
and so for the purposes of this data it’s associate
of arts completion, for ASAP program participants
at their nine campuses and comparison group students. The comparison groups
students is students who met all the requirements for
entry into the ASAP program but did not actually receive services. And so at the bottom you’ll see that there’s
different categories. It’s all ASAP participants, as well as comparison groups students. You see development of educational need. I’ll save that for now. Development of educational
need, so they classify that as student that need
one to two levels of transfer prep work and then fully
proficient are transfer-ready. You’ll see at the bottom also
two-year graduation rates. Two and a half year graduation
rates and three year graduation rates for ASAP in
comparison group students. So you’ll see for
two-year graduation rates, the graduation rates for
the ASAP participants is 28.1%k compared to 9.5%
for their comparison group. Very impressive data, I’m just gonna jump, for the purposes of timing
to the three-year graduation rates and so you’ll see
that there three year graduation rates is
53.4% compared to 24.6%. Does anybody have any idea
of what our three-year graduation rates are? Want to take a guess? Not you Ryan, I know you know the answer. (audience laughs) Anyone want to take a guess
and it’s simply a point of comparison for context. Anyone? – [Audience Member] 28. – Someone said, 28, it’s very close. It’s just under 27%, our three
year graduation rate here at Cuesta. So the work is impressive. You may know that the
comparison group sample size is very different. I should note that CUNY
commission, the MDRC Research Group and I can provide this
data to you at any point to actually use, to use
sample size to really look at the research methodology on whether the sample size was critical. In MDRC’s report, they
did a two-tailed T test, which factored sample size and the results are equally impressive. So this concept of
incentivizing participation, mandating participation, not optional. Is showing that the data
is pretty impressive in terms of their completion rates. So as a part of our work
in the CUNY/ASAP grant, I want to take the faculty,
staff and administrators who have worked on building a concept for Summer 2020 academy. This will begin this summer, Summer 2020. It’s gonna consists of
three tracks of 35 students. For this first phase
implementation we’re simply gonna build it for the San Luis Obispo campus and if when we yield
the results we’ll look at scaling up to the North County campus. But it’s gonna consist of a Morning College
Success Studies course. We’re gonna have lunch
provided for all the students so they don’t have to leave campus. Which will include activities
and in the afternoon we’ll have kinesiology
courses and so everything will be taken care of in this first cohort in regards of enrollment
fees, textbooks, textbooks, transportation, course supplies and lunch. We are gonna use this first
cohort for students who go through the Promise Program. So obviously then that would take care of the enrollment fees. We will have designated
academic counselors that will be focused on
guidance and follow-up. So what that looks like
following the CUNY model for the summer program is if
the student misses a class, you have an academic counselor
on the phone with him that day asking if everything is okay, anything preventing them
from being in class that week and provide and really
making sure they’re getting a personal contact with
regards to the significance of being in class everyday. We’ll also provide funding
for university visits and local business tours. That’s gonna be the little
bit of work that we have to do once we identify
the students that agree to participate in the cohort. Because then it’s gonna
require some collection of majors information and
then try to contextualize some visits to our
local businesses aligned with what those students
have identified as majors. So, it’s not going to be an exact science for this first cohort, but
we’re gonna do the best that we can to contextualize
those field trips. And then the other piece and
I think this is a critical piece is really try to create an academic or summer camp feel. So you have a college
success studies course, which will be a coaching
and learning-type of model with engagement activities
and lunch provided and then afternoon the kinesiology. So it’s really this concept of learning in physical and mental
health, which we feel is critical for the student experience. Especially as they’re
transitioning to the environment and new environment of
post-secondary enrollment. And then we’ll do a lot of
work, we see that the Summer Academy is really a part
of an overall experience. So we’ll do full onboarding for
students, parents, families, relative caregivers, whoever’s
in that support system of the student. So it’s gonna be in collaboration
with local high schools and high school counselors. We will be trying to
channel those students into a new activity that
we’re developing, Preview Day, it’s a new event and
you’ll hear a lot more about what that looks like soon. But it’s really gonna be able
trying to expose students to the majors and programs that we have here at Cuesta College. We hope that the students
and their families will participate in Cougar Welcome Days. How many of you have participated
in Cougar Welcome Days and are familiar with the event? Okay great. Connect with designated
academic counselors and again really just
trying to message the fact that we’re really interested
in not only the academic preparation of the
student but their physical and mental health and so
that kinesiology portion of the Summer Academy is critical. And this program design
meets one of the key pillars of Guided Pathways and
that’s really helped many students enter a path. You’ll hear a lot more
on our Summer Academy. There’s been a lot of dialogue
about just the effectiveness of summer bridge programs
or Summer Academies. And so when we look at
the CUNY/ASAP model, we know that what the
differentiator is well-designed Summer Academy programs. So we’re hoping through this
first-phase implementation to implement a very
well-designed, high-touch, high interaction experience
for students when they come on to Cuesta College. Thank you. (audience applauds) I guess I’m up, also in Student Equities if I could ask my colleague
to come up Dr. Jason Ferdith. I think we may have broken
one of the PowerPoint rules on this slide, we put a lot
of information on one slide. But it was intentional
and I’ll tell you why, I think what this slide does, and please keep in mind,
this is simply a snapshot of some of the work that
the college is engaged in over the last couple of
years, with regards to equity. I’m not gonna go through
each bullet point, but there are some themes
that emerged from this work and one of the themes
is just the commitment that the college has
made in terms of putting faculty, staff, administrators
and students in those spaces and having dialogue and
professional development centered around how can we be better? And so that commitment
is always the first step in always adjusting our
services to create a better experience from when
students come on campus independent of their
background, their experiences, the language they speak,
their cultural identity and a whole host of other factors. It also highlights the
fact that the college has been intentional in seeking support, financial support for this
work throughout the district. So, the work with regards
to the Title V, I don’t know why this is moving on me. – Sorry. – Ah. (audience laughs) So putting our dollar behind
our work, seeking out dollars. It’s not me, I promise. (audience laughs) So that Hispanic Serving
Institutional Grant, which is a Title V grant,
received in the fall of 2017, for $2.5 million and that
really became the impetus for a lot of work that
we were doing in regards to our Teacher’s Pathways Program. And so we know that there’s
obviously a lot of need for teachers and so the
work that Cuesta College committed to doing in
that work is critical. Is Brett Clark here or Christina? Brett’s right over there. Excellent work in developing that. (audience applauds) We also had a team of
instructional faculty, as well as counseling faculty who attended and Equity Institute at Skyline College, who’s one of our major partners
in the CUNY/ASAP Grant. The academic statewide Academic
Senate did a presentation on campus with the topic
of diversity in hiring this past fall. And a third thing is really our commitment to create spaces where
students feel comfortable both on our campuses, as well as online. So we’ve done a lot of work
with regards to developing resources for LGBT students,
our veteran students and our Dreamer students. And so again, a lot of
information on one slide but really just a snapshot
of the amazing work that’s being done here at the college and this is just the beginning. I know it’s difficult
when you start pointing out individuals, but I
think I’d be remiss not to mention the work that
Quay and Semonay are doing with regards. (audience cheers) – So you know it’s one
thing to go out and engage with professional
development, to send a team up or down the state. Often we have to leave the
county, go up to the Bay Area or down to L.A. to get
professional development. We’ve been working with Quay,
trying to use the equity money to bring professional
development here to the campus. The travel’s expensive, we all know that. But once you engage with
professional development, really the next step is not just to say, wow, that was a really inspiring lecture, now I’m gonna go back to
what I was doing before is to translate that into
activities that are actually affecting our students in positive ways. And so on this slide,
Mark and I just attempted to list some of the academic
activities that are going on that we hope are beginning
to reduce the disproportionate impact that some of our
student groups are feeling. So I already talked about
the expansion of supervised tutoring, just onboarding
activities in the student services area. The support for veterans
Mark already mentioned. A lot of you may not realize
we have a Cuesta Buddhist, a textbook loan program
where we’re buying students in those groups that are
part of Cuesta Buddhist can check out a book and
bring it back at the end of the semester. That everything around 8703,
the changes to the course placement that I already
mentioned and full credit to math, a group in math
that got together and decided they wanted to take on
a study of this book, “Equity in Grading” and
have had a book club going for the past semester. Some of you all highlight
on the next slide, you know really thinking
about our students and in particular work that our task force on homeless students did
around Saturday hours and how that could benefit
our homeless students or our students facing
housing insecurities, food insecurities. And then our participation in the online educative initiative as part of an equity cohort in particular. So here’s just the top half of that flyer and I don’t know how well you can read it. You’ll see it around campus
and hopefully you can use this to increase your awareness. But just dates on which we’re
gonna have the libraries open, the Student Success Centers
in both the SLO campus and the Mark County Campus. And along with that some
Saturday counseling hours. And you may to realize this but one of the interesting barriers here was
that SLO RTA on the weekends, the bus route comes through
campus but doesn’t stop. And so just in the category
of identifying a barrier, making a couple of phone
calls and figuring out what to do, we now made the
arrangements so that students can request to stop, call
a number, press a button on their phone and request
that the bus stop to pick them up because they’re
standing at the bus stop. But that is important to provide
our students particularly that those vulnerable students
with a way to get out here have a warm place to study,
access to the computers, whether they’re in an online
class, a face-to-face class, get help in the Success
Center, meet with a tutor, meet with a counselor. These are all huge steps
for us, and so we’re really proud of that work. – And so we’ve painted a
picture of some of the work that’s being done here today, I think it’s important now to
identify where we’re going. And so one of the equity
efforts we’ve identified moving forward is a 21-day ratio and social justice challenge. I was able to participate
in the initial phase of that project. And so what it is is daily
communications that come to you on scenarios
and reminders about why equity and social justice are important. And those messages, and
they come in the morning, so it’s a great way to
remind us as individuals on the broad scope of student experiences when they arrive on a
college campus and so those experiences are encouraging,
they’re positive and it’s important refrain for
how we do our work everyday. And so that will be an
initiative that will be rolling out college-wide. In earlier this month we
sent a group of six veteran students to a national
veteran’s conference in Southern California
with the intent of really starting to train and
prep those veteran leaders on how they can serve as
peer mentors for other veteran students. We will be sending a group
of students in February to the Historically Black
Colleges and University Expo in Los Angeles to begin
trying to engage some of our African-American students on campus and trying to create safe
spaces for them as well. There will be a faculty
institute in Adela Beach in March of this year,
more details to come. We’re also applying for
another Hispanic Serving Institution Grant, which
will really, is really designed to try and increase access for our North County
and South County Center. We’re working on securing
additional funding to fight food, housing
insecurity as well as, mental health support for our students. We’re close to finalizing
AMBLU with Camp Roberts to offer courses on site
to our active military personnel at the base, as well as, some of the surrounding
communities like San Miguel and potentially San
Ardo even though that’s in Hartnell College’s service area. It’s a 15-minute drive from
San Ardo to Camp Roberts versus about a 35-minute
drive to King City for the Hartnell College Center. Again, this is really
about trying to increase access to our North County Community. And then we’ve been offering
a lot of immigrant’s rights workshops and
we’ll continue to do so both at the San Luis
Obispo Campus as well as North County Campus. – So just to close our little equity, you’ll notice that we didn’t
have an invited speaker for opening day. This semester we talked about
what a good approach would be and whether we’re starting
to wear people down, having an invited speaker every time, those come at great
expense at it turns out equity is an industry in California also. (audience laughs) And to think about you know what capacity have we built here at
Cuesta with all this work that we’ve done and we heard
that people appreciated the heartfelt stories that
were shared when Ali Michael was here in Fall an do Mark
and I just want to close by each of us offering
a quick little story about something related
to our equity journey in the last semester. So, I think I want to mention
middle of the Fall semester as we were launching the Monarch’s Center, Estella Vasquez coordinated
a Dreamer panel in 5401, it was a panel of students
both Cuesta students and Cal Poly students who were Dreamers. And just an opportunity for
them to share their stories, answer questions and it
was obviously a hugely moving afternoon. And for me, as I’ve
already self confessed, someone who had a lot of
privilege early on in life and in my educational journey
to hear what these students had to go through was really
genuinely overwhelming. And then Estella in her
own way, those of you who know Estella won’t be
surprised sort of turned to me at the end and said, “I think they’d “like to hear from a Vice President.” Notice there wasn’t a question there. (audience laughs) She just handed me a microphone and said, “Say something inspiring for them.” And I thought, what can I saw
for this group of students, my Spanish is terrible. I wouldn’t even attempt it,
and so all those pressures that go through your mind,
like what am I supposed to say to this group of students? And the first thing that
came to mind was I should apologize for all the
harm we’ve done to them. The stories they were
telling about bad experience in financial aid or
counseling with an instructor who didn’t understand
them or whatever it was. And then I thought it’s
better to just own it. To own our failure as they
are and say, we hear you. Thank you for sharing and
we’re committed to trying to do better. (audience applauds) And so that’s where we are. – One of the stories I’d
like to share centered around mental health an a particular
experience I had with a student just after Thanksgiving
this past Fall semester. I’m not gonna say too
much, the student is in one of our support programs and I don’t want to
breach confidentiality. But the student came to my
office, the Monday after Thanksgiving, it’s a male student. And he came to me just
really in a dark place. He said that his wife over
the Thanksgiving break had literally packed up
all her stuff and left. And he, by his own words,
was at the point of breakdown and didn’t know where
to go and didn’t know what to do. He was receiving treatment
from a mental health therapist in the community but at that point, that student needed a safe
space to connect on campus. And I’ve had some interactions
with him, not a whole lot, but for whatever reason he
needed me in that moment. And so after Dr. Brain
Vance Byrd’s training this past week I knew that
really all I had to offer that student at that point in that space was two ears and my attention. And so it was an amazing
experience because when someone is at their lowest,
you have a lot of power in terms of how you
respond in that situation. I couldn’t do anything
to fix the situation, it’s not like I was going to call his wife and as her to come back home. I couldn’t do that. There’s certain scenarios
that you just can’t fix. And so, but I was there for
him, I looked him in the eye, I listened, I was late
to any other meeting that I needed to be at
because at that point he was my priority. And so I just wanted to
share that because I know many of us come across those
students on a daily basis and so it’s tough to deal
with because you internalize some of that experience with the student, but if I can offer any advice, if you come across that
type of situation just give them your attention and
listen and that was my equity experience from Fall 2019. (audience applauds) And with that I’d like to
introduce our Executive Director of Advancement and
Foundation, Shannon Hill to talk about the Cuesta Promise. (audience applauds) – Okay, I’m hoping. (audience yells out) It’s totally missed that,
that was really good. So I don’t have to sorry,
I really want who feel start to this, I think
we were in a lot meetings together over the past few years. I’m looking forward to
hearing that at lunch. And I did want to share with
you that trickle down effect, I was not at the Dreamer panel. However, there was a
fabulous person there was who made an anonymous
donation to our three students because they were inspired by that panel. Each member of those students
sharing their stories. And gave a donation to
each one of those students. And you just, you don’t know
where your impact will be. And I would say that,
be thinking about that because now those students
have inspired someone to give back to them and
I hope that when you have experiences that you’ll
be inspired as well. Not just of your time but
thinking about what are their needs and how can we help
deliver more financial resources to our students too because that is part of what I get to do. I would say the Cuesta
Promise 2020, we gotta really focus on access back in
the day and now we’re focusing on success and
you’ve heard a lot today about what people have been
doing to create successful opportunities for our
students, Guided Pathways and CUNY/ASAP Grant and
all sort of fabulous things coming down the pike. But, as you can tell by the
fact that I know all these old numbers, that I’ve
been here a little while now and I wanted to share
with those who haven’t been here a while a little
snapshot about the Promise. We announced it in 2013. Our first Fall students came in 2014. We had our very first Promise
Day, only had 450 students at it. We were excited about that,
we were super excited about those Promise students. I think now it’s like
pushing 900 students. It’s just amazing and phenomenal
the growth that we’ve had. For those weren’t here
earlier, we actually launched it as semester. We didn’t know if we
could afford a full year. We had no idea because
of an $8 million gift that came in, Rick Camario and I came in. Rick Camario and I are
playing with numbers. He was like, I’m not sure. I’m like, I’m not sure,
we’ve never done this. We don’t know who’s gonna walk in the door and we waited to see and
we were able to expand that to that full year. Just to share how far ahead
of the curve Cuesta is and how great we are
as a college, America’s College Promise was launched
by President Barack Obama back in 2015, a few years after we did. Just so you know. (audience laughs) In 2016, Dr. Stern and I Dean Restract and a whole bunch of other
people at this college, got asked to talk about the Cuesta Promise at state and national conferences. I learned a lot and from
my colleagues at Ventura had a lunch, a program like this. The college, like if
any of you got together, we all everywhere from
IT to student services, I mean like every aspect of this college was touched by this program and people wanted to
know how did you do it? And I even had the pleasure
of going to the White House in 2016 to talk about it. It really was a fabulous
thing to share Cuesta’s story with everyone in the
state and in the country. So, many of our friends
before the state decided to get into this business in 2017. People were looking to those
of us who were successfully doing it and Cuesta College
has been one of those. We decided that we were
gonna launch a campaign because what we saw in our
Cuesta Promise students was we were rocking that access peace. I think Dr. Curtis
shared that our numbers, our capture rate numbers
are going through the roof. We really are excited about that. But we weren’t seeing a lot
of fall-to-fall persistence. We really hoping that
we did, if we went with the second year, that if we
just raised just a little bit more money, which was
$10 million at that time. That we could make this
happen and we were determined to make it happen. And we were in the middle
of making it happen and we had raised $3 million
when the Board of Governors changed the name of their
California College Grant to the Governor’s fee waiver
to make things a little bit more confusing and then the governor decided to all prove a statewide Promise for just first time full-time students. At Cuesta our promise is awesome. We had already launched it,
it is for part-time students, it is for GED students, it
is for home school students if you or your family
pay taxes in this county, you are considered local and
we don’t care how you got your college diploma or
GED, we want you here coming to Cuesta. And that is unique from other
colleges who are limited by their launch of the state program. And so we had more expanded
program and we have a more accessible program with our students. Happily using that,
leveraging that and funding that we now have from 8019
in the state of California, we were able to bring
down that $10 million goal that we had for the second year Promise and we were able to
launch that and announce that in June of 2018. Now that’s a little
late for these students that were coming in the
door but we can’t really be blamed for that, a
donor with $10 million didn’t come up with earlier. And we really crushed
those fabulous numbers for the governor because
the governor’s budget didn’t come out before June. So we had to wait for all this to come and shake out to see if it was
actually going to be funded. So we actually launched
in our first cohort of second year students. Those students were here to follow theme this past Fall, so we
saw students coming back and it was really great
seeing those students taking advantage of our
second year, this past Fall. Also coincidentally in
2019, the governor thought it was a fabulous idea to
be the first year up to now we’re doing the second
year statewide as well. One of our challenges
is that we’re trying to find the impact of that
second year, we only have one group here to
look at the fiscal impacts of that. But one of the great things
that we have because we launched upon this back in the day
is that we look seamless to our community. People, they have a
fabulous outreach team, we have fabulous people who
talk about the Cuesta Promise. And it’s not like we have to wait and see if the state is going to
fund something or not. Fund something we have this
Promise and we’re gonna fit it in perfectly and
we’re gonna use funding in the right way to
get those students here and get them through. So we have a really great
history in this program and it’s super unique
and people don’t stop and ask me, well Shannon,
why should I support the Cuesta Promise when
the state is paying for it? Which is what happens to
my foundation colleagues at other colleges. It’s really because we’ve
owned it and people believe in our Promise first
because they know it was here first. Hey, I think you guys saw
this slide a little bit ago because Jason was telling
us how fabulous our access has been. Have we really made an impact on access? The answer is yes, we have
made an impact on access. And there’s the proof, you saw it before. So I’m not gonna linger on it. But we’ve been really successful
in bringing more students, increasing that capture rate and getting them here at Cuesta. Our challenge now is, now
that they’re in the classroom now that they’re here, how are we doing on our success piece? And as you saw earlier,
I’m really good at tracking numbers and putting them into Cahoot. (audience laughs) And I got numbers from our
Student Research Office and Mike Carnell, I was like these numbers are not so awesome. And I believe Dr. Sterns
sunshined them with us at our last Opening Day. But I want to saw when I see
these numbers I’m surprised and but what I’m not surprised
by is how intentional we are with how we want
our students to succeed. And I just wanted to share with you, if you don’t know the steps
the students were supposed to take to get the Promise Program or get the Promise Scholarship. You can see that three
of these things, submit your scholarship application,
complete the FAFSA or Dream Act and then complete
the online orientation are things that we consider
to be part of a successful strategy or people
might remember from SSSB the last two there as well
as things we want people, student to do. We want them to apply for more aid. We want them to apply
for more scholarships. We know that an online orientation process will get them started on the right path. So these are things that
we built into the structure with our help from Student Services, input and student input as to how
we could build this process. For the second year, all of
the steps are about success, so students who are coming in
when we built this program, we decided, you know what they should meet the Board of Governor’s Fee
Waiver or the California College Promise Grant
waiver that was called. That they needed to complete
more than 50% of their units and have a 2.0 GPA or
higher and then we also want them to continue
filling out that FAFSA because financial aid
wants to give that money, as much as I want to give out money. I know that they would like to see that. But one of the things is that
we’re finding that students are not always doing that
as much as we would like. So just to share with you guys, in Fall 2018, we have 928 students. Just so you know, I
don’t know if Jason said the number earlier, if
you caught that earlier about Promise numbers being 940 this fall. So we’re still on a positive trajectory. So out of these students
they were the first ones to go to Career Welcome Days. We have Elder Success to go through. They’re staying engaged
and getting involved and we had 61% of them
were on a fee waiver. So these are students that
are economically disadvantaged and we want to get them in the door. And then also notice that
they attempted 11.7 units, which means that they’re pushing the limit to getting to that
full-time, and you can maybe nudge them a little bit more to get into that full-time status. How did they do? Did they stick around? Let’s see, only 784 of them stuck around for Spring Semester. And they only took up an
average of 8.2 of those units they took in the Fall, they
had only passed that many of them from that over 11. We had, this is a number that shocked me, 23% of them, almost 24%
of them were on probation for dismissal for fall. That’s a lot. I heard a whoa, I thought the same thing. That’s a whoa. 25% completed less than 50%
of their attempted units. That’s another whoa. On the positive side our anecdotal stories only four of them, but yeah, four of them. Completed or completed and
transferred on to another school so those were our overachievers that we don’t have to worry about. These were the numbers
that I think programs like Guided Pathways, all of
the work with community ASAP, program, all of the work
you all are doing in trying to build programs, in tutoring, everything that is already happening
here is gonna help these students and help these
numbers move dramatically. I think that this is
just kinda our baseline, our first semester, we just
kinda see where our baseline is and see this time next
year or in a few years that meeting will be talking
about how much we moved the needle on these numbers. All right, you ready to see
some other numbers guys? We’re gonna look at Fall 2020. So, I’m sorry Fall 2019 my bad. Fall 2019, 402 students. So we started with 926
and we only have 402 that came back on the Promise. So, we had, those were the
students that took advantage of the second free year. So be thinking about that. Some more of them are here, as you’ll see but that’s how many have
signed up for the second year of Promise. You can see that they have
completed a little over 17 units in their first year, which
compared to an average Cuesta students, not dual enrollment
student is actually not too bad. 74% of them completed the
FAFSA by that deadline. So we have a little bit of
room to ask those students, hey you completed that last year, why didn’t you complete it this year and maybe drive them towards
filling out those forms a little bit more and then 226 students are continuing but not
receiving their two. That means if they stayed
here they came back but they’re for some reason
not on the Promise at all. So they’re either below those levels or one of those percentages
that are below the 50% or below the GPA but they’re
here and we have some good work to do with them to
get them back to where they need to be or they
decided, they and their families decided they don’t want
to fill out the FAFSA and they’re just fine and dandy. Because we do have those
people in this community too. So with those 402 students
we’re super excited that here to take
advantage of the Promise. But we want to make
sure that we’re bringing in our New York cohorts, the
ones that are here right now. For our first year,
they’ll be ready to roll for taking advantage of that second year. Because I, well Brent might
want money in the bank but I don’t want money
in the foundation’s bank, I want money in the
pockets of these students. So as you can see we just
have that overall snapshot and you can see that the
numbers are going down and down and it’s not something that we were hoping for our very first cohort but
it is something that we know we’re working on and that
all of the work that you all are doing is really gonna be
moving the needle on those numbers and getting those
students through a door. Super excited about summer
program for these students, some of the these students
I’m super excited about. Some of the really great
work that’s happening in financial aid and I’m
excited to meet people in my area, staffing is
huge and having consistent staffing is huge, and so
we’re super excited about getting all these students
their funding and getting all the support that they need. Because we want to keep them on track and not let them walk away. We really are wanting to
make sure that if we have the money and the funds and
the messaging available, we got them in the door,
we’re doing a great piece on that access piece. We really need to be
ready and excited for them to come through, go through our pathways and get out Cuesta and
meeting their goals. So thank you guys so much
and I’m gonna pass it off to Doctor Sterns for final wrap-up. (audience applauds) – So Shannon and I got to
share the very exciting and sometimes challenging
reality of what we are attempting to really focus
our energy and our time toward and one of the things
that we’re going to be doing with our Promise
students is we recognize that we have missed an
opportunity by not treating them as a cohort and having
a communications plan to help better support their success and that’s one of the
things that we are currently building out because we really
want to see the persistence of our Promise students really challenge. So I want to begin our wrap-up with a huge thank you to our presenters today. Believe it or not this is a very busy week for everyone who presented
and I appreciate them taking the time to be so very well prepared, so can we have a big round of applause. (audience applauds) I appreciate their creativity
and the fun that we have together everyday as
we engage in this work. I have to say a huge thank
you, and I know they’ve stepped out of the room, but to Todd and Cindy who do all of the logistics,
who have made sure that we have lunch and they
just do a fantastic job with these big events. So my big thanks to them. (audience applauds) And to Clark and Joan
for the team in the CPAC, I appreciate their efforts
to give us everything we want and more and I really thankful that we have the new projector. And did you notice it didn’t stop today. (audience applauds) Fantastic. So before I get to the real
wrap-up, I do want to share some news that my phone was been exploding as we’ve been in this
space today because ACCJC just announced their new President. Yes, whoo, big news. Dr. Stephanie Droker, who has been serving as the Vice President there since 2016, has been selected as the new president and I just want to tell
you how thrilled I am with this decision. I’ve known Stephanie for many years, we worked in the West
Hills District together, she actually succeeded
me when I exited there. She stepped into the Vice President of Educational Services role. But bigger than that is
I trust her leadership. She has been one of the stabilizing forces at the commission. And who really has a great
vision and understanding and desire to have the
accreditation process that really be one that
drives institutions to recognize their own areas for growth and two, start to direct
the focus that way. And so she has been key on helping us to clean up and align
some of our standards She’s done that work
and I just, I know that the relationship I have
with her is not going to make our visit easy and
we’re not gonna get a free pass but I fully trust that the leadership she’s gonna bring into
this role is gonna continue us as an accredited institution and all of us that are accredited by ACCJC in a way that we can be
comfortable and trust what is going to happen,
that there aren’t going to be surprises. It’s not gonna be a gotcha environment and it’s really going
to be about supporting institutions to full align with standards so that is good news and big news. (audience applauds) And lastly, I just want
to say as we head into this start of our Spring Semester. I want to again voice my deep appreciation for the role that you
play at Cuesta College. Whenever I talk to
students and particularly at commencement, what
students reflect back to me is their appreciation for you. And the stories they tell are inevitably about the people that
they’ve had the opportunity to interact with while they were here. What you do matter. What you do changes lives. And I am just so thankful to be here and to be inservice with you. And with that I’m gonna
turn it over to Doctors Finger and Stakes and the
faculty will stay here and the rest of us will exit. Thank you very much for a great morning. (audience applauds)

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