College Council Agenda

April 17, 2018 3:00 PM – 5:00 PM

2202B 1. CALL TO ORDER 2. APPROVAL OF COUNCIL MINUTES – 03/27/18 3. COMMENTS (This portion of the meeting is reserved for Shasta College faculty, staff, or

students wishing to address the College Council on any matter not on the agenda. No action will be taken. Speakers are limited to three minutes.)

4. REPORTS

a. Accreditation Update b. Research Update c. Program Review d. Other

5. DISCUSSION/ACTION a. Board Policies / Administrative Procedures – Information Only

None b. Board Policies / Administrative Procedures – Review and Approve

None c. Board Policies / Administrative Procedures – First Reading

AP 5055 – Enrollment Priorities d. Board Policies / Administrative Procedures – Second Reading

None e. Smoke Free Campus f. 2018-21 Strategic Plan g. Area Plan Initiatives – Continuation of Discussion

6. OTHER/ANNOUNCEMENTS 7. ADJOURNMENT

Next Meeting: 5/1/18, 3:00-5:00 p.m., Board Room

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College Council Tuesday, March 27, 2018

2202B 3:00-5:00PM MINUTES

DRAFT

Committee Members Present

X Cathy Anderson X Kate Mahar (N/V) Greg Smith (N/V)

X Will Breitbach (N/V) X Angela Nava X Ramon Tello

X Jay Davis (Co-Chair) X Frank Nigro (Co-Chair) X Joe Wyse (N/V)

X Chelsea Kefalas Kevin O’Rorke Josh Yi, Student Rep

X Byron Kozloff X Morris Rodrigue

1) CALL TO ORDER

Jay Davis Co-Chair called the meeting to order at 3:02 p.m.

2) APPROVAL OF COUNCIL MINUTES Motion to approve 3/6 minutes: Kefalas/Tello Ramon said in paragraph 4 on page 3, we should use parentheses around “Board.” Under BP 2210 on page 3, we should clarify the language to state that the student vote is advisory. Under “Other,” it was clarified that locally our fee waiver expansion beyond the California Promise Grant will be The Shasta College Promise Program. Changed Kathy to Cathy on page 4. Motion carried.

3) COMMENTS - None

Guests James Crandall Tom Martin Tim Johnston

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4) REPORTS – a) Accreditation Update – Will Breitbach

None

b) Research Update – Kate Mahar None

c) Program Review- Stacey Bartlett None

d) 2018-21 Strategic Plan Kate shared that we are in the middle of evaluating the 2015-18 Strategic Plan and we are in the process of adapting for our next cycle. She said that the Institutional Goals stayed the same and they are related to the Educational Master Plan. College Council identified a task force to work on the 2018-21 Strategic Plan and the work group used the Chancellor’s Office Vision for Success to guide them. They also looked at Foundational Skills since that area has changed dramatically statewide. Most of the changes in Foundational Skills are related to the statewide trend of getting students into transfer-level classes as early as possible. Frank said that they also looked at the Quality Focus Essays and worked to integrated them into the Strategic Plan. Kate said that another major change was working to make the activities measurable. They set the goals in the Strategic Plan to align with the goals identified in the Integrated Plan (SSSP, BSI, and Equity). Kate said this is the initial draft and they want to get it out for feedback. Joe said they wanted to bring it to College Council and send it out after College Council has looked at it. All feedback should be gathered by the end of April. Cathy asked how the Strategic Plan Committee would like us to distribute it. Joe said they weren’t clear on that and wanted College Council’s input on the best course of action for distribution. Morris said doing it simultaneously to all groups would be helpful for timelines. We can send out an email to everyone and then list representatives that they can contact if they want to make changes. Cathy asked if there was enough staff in Research to handle all of the feedback. Kate said yes, they can handle it. Ramon said we should take time to read it as a Council and then send it out after the College Council feedback is integrated to make it more polished. Cathy asked what the timeline for completion is. Kate said it has to be approved by College Council by the end of the semester. Frank explained that the Strategic Plan is built on the four, broad Institutional Goals, which come from the Educational Master Plan. Institutional Objective 1.1 Ramon asked whether credit-bearing courses are the same as the degree-applicable courses in activity A, as stated in the objective. Kate answered yes and said that she will change it to degree-applicable courses. Cathy asked about the use of the word “scale” and wondered if we could use expand instead. It was also agreed to change “scale up” to “expand and implement.” Cathy asked if we could simplify activity C. Kate said we can remove “equity lens” from the first line and simply state “use disaggregated data to evaluate.” Will said that the goal of the equity lens is to see how things are impacting different communities. Kate said the focus on disaggregating data will reveal the same thing. Frank said we could rephrase to something like “use disaggregated data and supplemental diagnostic tools to evaluate impact on various populations.” Joe said instead of “efficacy” we could say “to evaluate the effectiveness of.” Cathy said on activity D, she isn’t sure what is meant by “student-specific diagnostics.” Kate said that just using “diagnostics” would be fine. She added that if we are going to put people through a diagnostic, for example the assessment tests, we would like them to come away with something. Joe suggested changing “student-specific diagnostics”

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to “individualized diagnostics.” Institutional Objective 1.2 Angela said she wasn’t sure if the description should state “Vison for Success Goals” or if it should state “Vision for Success Goal [1/2/3/etc.],” since Goal 2 is specifically listed in Institutional Objective 1.3. Ramon asked whether we should say “continue to implement” the Integrated Plan in activity C. Tim agreed that it should be “continue to implement” because we started implementation in 2017. Ramon asked about degree reclamation in activity E. Kate said it would cover students who might be a course away from getting their degree but were able to pick up that class when they transferred. It makes sure people get the degrees they earn after they leave here. Ramon suggested we add a glossary to the Strategic Plan. Cathy wondered about the professional development and how it supports 1.2. Ramon said given some of the initiatives that were presented, it appears people requested funding for training so they could offer some certificates. Cathy said it should be specific to this objective. Tom said that we should better clarify the type of professional development. He said that a lot of the professional development we are currently doing, and plan to do, would fit with this activity as well. Frank asked if we should change this. Cathy said that she was thinking ahead about how we could measure it. Joe said that if you count all of the activities, there are close to 50, which might be too many. Cathy said we should think about how we could get feedback to make things more measurable. It was agreed that it would be challenging to measure and track everything. Institutional Objective 1.3 Ramon said activity A fits well with 1.2. Kate said that she can expand the language beyond saying “Goal 2” in Institutional Objective 1.3. Frank asked whether it would be helpful to notate what we mean by Goal 2. Cathy asked whether we are talking about the students or degrees from impacted groups in activity A. Kate said that we are talking about the students and that we can change the phrasing from “especially those from disproportionately impacted groups” to “especially students from disproportionately impacted groups.” Ramon asked how activity E relates to 1.3. Kate said we can ask how students transfer in to our BA degree program. Frank said that it also helps to support community colleges offering bachelor’s degrees. Will asked whether this is in the Strategic Plan and said that he recalled there being a time limit on getting students through the BA program. Kate said that there might be a better place to list it in the document. Tom said the goal is transfer-prepared. Joe said there are about six other schools that have an AA program in Health Information Technology. Those AA degrees would be eligible to transfer into our Health Information Management program, which does help with the Vision for Success goal. Institutional Objective 2.1 Cathy suggested that we add something about improving the software and video technology for counselors supporting online students. Joe thought activity E might cover that with “academic support strategies.” Ramon asked if the expansion of online tutoring in activity E is measured by students who use it versus the quality of the services provided. Chelsea suggested we change the language to “evaluate and expand.” Institutional Objective 2.2

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Ramon suggested changing the sentence that reads “student participation rate of students” in activity C. Frank said that we could take out “student” in the first line and it would read “participation rates of students.” Institutional Objective 3.1 Ramon said that we should reword activity C, since we want to decrease remediation rates instead of increase those rates. Ramon suggested changing the second line to clarify that we want to decrease remediation rates and increase attainment rates. Joe said that we could change to increase for the first two and then decrease remediation so the sentence would read “increase participation in collaborative efforts to improve college attainment rates as measured by an increase in local high school graduates’ college going rates, and Shasta College’s transfer rates to four-year institutions and a decrease in remediation rates.” Institutional Objective 3.2 Ramon noted that activity C gives a very specific number (2,000 students) and wondered where the number comes from. Kate said it came from an existing grant we already have from EWD. Cathy said that activity B isn’t measurable. She suggested we say “increase the number of students involved” instead, because we can’t measure “enhanced.” The increase could be in our student engagement survey. Institutional Objective 4.1 Morris said that we could say “enhanced” instead of “expand” on activity C. It covers increasing quality but also expansion. Joe asked how we measure activity B. The evidence for this might come from presentations to the Board, or other public reports. Cathy said that she isn’t really clear on what activity D means. Aren’t the opportunities for integrated planning already accessible? A lot of the recent conversations have centered around trying to create a culture of collegiality and input. Cathy said that everyone already has the opportunity to participate if they choose to. Tom said we should think about it like we think about students and the barriers they face in terms of attending college. There may be barriers to participation, but there are also things we can do things to increase participation. He said that we could tie it to the culture of continuous improvement on campus. Frank said that he was thinking of it in terms of some of the workshops statewide that have been placing an emphasis on listening to different voices on campus that we haven’t traditionally sought out input from. Kate said we are really trying to get at the culture piece. We want everyone to have a voice. Cathy said maybe we could say “investigate barriers to the planning process and try to mitigate potential barriers to full participation.” Frank, Kate, and Jay will work on drafting an email to send out the Strategic Plan.

e) Other Frank let everyone know the Guided Pathways work plan has been submitted.

5) DISCUSSION/ACTION a) Board Policies / Administrative Procedures – Information Only

• AP 4225 – Course Repetition Frank reviewed the changes, saying that there are title changes and additional required language that had to be added. Ramon said that in the first paragraph the word “disregarded” should be changed. On the second page, “in order to repeat any portion of the curriculum…” should clarify what is repeatable from the list above.

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Ramon asked what “as defined by the District” means under “Significant Lapse of Time.” Cathy suggested we add a period after “no less than 36 months” and strike out “as defined by the District and described in the most recent edition of the College Catalog.” Ramon said “petitions” needs to be changed to “petition forms.” Angela said that on page one, the second “the” before “the Assistant Superintendent/Vice President of Student Services or designee” needs to be removed. She also noted that, under “Cooperative Work Experience” on page two, we need to be consistent in how we use “cooperative.” We have it listed both as “co-operative” and “cooperative” in the same paragraph.

• BP 4240 Academic Renewal

Frank noted that a lot of this policy was shifted to AP 4240. Ramon said “disregarded” needs to be clarified in this AP, also.

• AP 4240 Academic Renewal Cathy said that in the first sentence, “Academic renewal” should be “Academic Renewal.” It needs to be consistent throughout the document.

• BP 4250 Probation, Dismissal, and Readmission Frank said the paragraph at the top was shifted over to the AP. Ramon said we need to clarify what procedure we are referring to in the sentence “a student who is placed on probation may submit an appeal in accordance with procedures to be established by the Superintendent/President.” Ramon asked if consecutive semesters (under “Dismissal”) are important. Cathy said she interpreted it as being the student’s own personal semesters. Angela clarified that it is consecutive semesters, as a break in semesters will allow them to enroll. Ramon asked if that is legally mandated. Angela answered yes, for Financial Aid purposes it does not work that way, but for Admissions and Records, if a student attends Fall 16 and Spring 17, then skips Fall 17 and comes back Spring 18, they would still be able to attend. Will suggested saying three consecutive terms. Tim joined the meeting at this time and was able to clarify that it is chronological semesters not the student’s individual semesters. Frank said we should add in a parenthetical note to clarify the consecutive semesters. Ramon said under “Readmission” we need to specify what procedures we are referring to with the sentence “readmission may be granted, denied, or postponed according to criteria contained in administrative procedures.”

• AP 4250 Probation

Frank said most of this is shifted over from BP 4250. Cathy said under “Loss of Priority Registration” we should clarify the consecutive semesters, for example Fall/Spring/Fall. Angela pointed out that the third bullet down (under “Notification of Probation”) should be “in which” not “on which.”

• AP 4255 Dismissal and Readmission Cathy asked whether “improved GPA as a result of grade changes, fulfillment of incomplete courses, or academic renewal” (under “Readmission after Dismissal”) should be three separate bullet points. Joe clarified that those are the three ways a student can improve their GPA.

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b) Board Policies / Administrative Procedures – Review and Approve - None

c) Board Policies / Administrative Procedures – First Reading – None

d) Board Policies / Administrative Procedures – Second Reading

• BP 2130 – Term Limits Motion to approve: Rodrigue/Davis Motion carried unanimously

• BP 2210 – Officers

Motion to approve: Kefalas/Nava Motion carried unanimously

• AP 4103 – Work Experience

Motion to approve: Rodrigue/Anderson Ramon asked about the symbols on the page one bulleted list. Frank clarified that it was cross outs to make the lower case letters capitalized.

Motion carried unanimously

• BP 4105 – Distance Education

Motion to approve: Rodrigue/Kefalas Motion carried unanimously

e) ACCJC Annual Report

Will explained that Institution-set standards are an established floor of performance. If we aren’t meeting standards we have to develop an action plan to improve our performance. For example, the LVN exam pass rates on item 18. We can’t leave a field blank but, because it is a three-semester cycle, there may have not be an exam each year. Will also clarified that these are first time exam pass rates. HSU is working on a remediation plan for the pass rates that don’t meet the standard. Will said that we may need to revise some of the set standards in the future. For example, item 15 (the transfer rate standard) is below our set standard of 600, but degree completion went up. Kate also pointed out that there could be an 18 month lag in the private school data as well. The report data is year to year, but can change during the same year as data comes in and gets updated. Ramon said that it is tricky to capture that information. Will said that transfer, as he understands it, means that they have completed a certain number of units. Kate said that she will find out what that number is. We do track how we capture the data to report these numbers so we can have consistency with reporting. Ramon asked Will and Kate to investigate what “Transfer Student” means for Shasta College. Joe asked about item 8, and whether there should be two degrees that are met online (HIT and HIM). Will said for the Associate Degree in HIT, one of the GE courses can’t be met online. Frank asked about the process for revising an Institution-set standard. Will said he would work with Research on that. Once we have the data, we’ll bring it to the Accreditation Steering and then it will come to College Council. Ramon clarified that the Institution-set standards come from College Council. Kate said that, with this report, we can amend the data once we have more complete

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data. Kate said that the bump in certificates can be attributed to multiple things. For example, the welding instructors have really worked to get students to file for certificates after completing the certificate requirements. Jay said they have a counselor who comes in and does drop-in appointments to show the students certificates that they have already qualified for. James was able to help from an A&R standpoint, as well. Morris said that when the new funding formula goes into effect, these efforts will be very important. Ramon asked if we can count students who are qualified for a degree or certificate but don’t apply. Can we award a degree when a student hasn’t applied for it? Joe said it could make students ineligible for financial aid. Angela said that it poses more of a problem when it comes to associate degrees than it does with certificates. Frank noted that on item 19, job placement rates have jumped. Kate said that it is methodology related. Everyone is getting better at reporting and the ways in which we are capturing the data have changed. Santa Rosa Community College has taken a leadership role in collecting CTE employment outcomes data. James added that Santa Rosa has a statewide grant that they get the data and they distribute it back to us. They started the CTE Employment Outcomes Survey in 2016. Frank thanked Will and the Research Department for their work on this report.

f) Final Council Rankings

Frank shared the initiative rankings. The Resource Allocation Score is the compilation of all the council members’ scores. Ramon clarified that the Council Ranking is within the three councils, not the College Council rank. Cathy asked what the council’s role is at this point. Frank said that the next step is to approve the list and forward it to the President. Cathy moved to forward the initiative rankings to the president and Morris seconded. Motion carried unanimously. Ramon said that he would like to propose developing an AP for the process. We have the rubric, but we aren’t sure what is being followed. Morris said that we have an opportunity to change this during the planning process. Cathy suggested doing the evaluation while the process is fresh in our minds. Cathy asked Joe if he would accept three separate lists ranked (one from each council), or whether it helps to have them in one list. Joe said it could be enough to have three separate lists if people trust the individual councils enough. Cathy said that the individual councils have more information than the members of College Council do. Morris said that the key to making it work is to look back at what is expected of us, such as the fact that SLOs are tied to planning. Joe explained that this is why we set up the Integrated Planning Manual to be reviewed every three years. We can tweak our process to do what works for us. Joe noted that the list from College Council tends to follow the rankings of each individual council. Joe said that we could change the process and try it for a year. Jay said that he would agree with Ramon that we could use more information to assess these things. Angela said that the field is very small and it looks like you can’t enter a lot of information, but if you’ve done it before you know you can enter more. Kate said that IC had similar feedback and we are going to take that back to the group working on TracDat last year. Joe said that this group could say it is really hard to become experts on all three councils, so we may just want to look at the top 20% of the initiatives from all three councils and then move further down the list if we have more funding available. Frank asked that we continue this discussion at the next meeting.

g) Smoke Free Campus Moved to a future meeting.

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6) OTHER/ANNOUNCEMENTS-

None

ADJOURNMENT – 5:02 p.m. Notes taken by: Courtney Vigna, Executive Assistant to the Assistant Superintendent/Vice President of Instruction

Future Meeting April 17th – Board room May 1st – Board Room

May 15th – Board Room

Smoking Policy Options College Council

HISTORY

In 2015, the Office of Student Life in conjunction with the Grants Office applied for the Legacy Smoke-Free & Tobacco-Free Community College Grant Initiative (now known as the TRUTH Initiative Grant). Student Life re-applied for subsequent grant funding through the TRUTH Initiative for the next two years for a total award amount of $14,977.50. At the onset of the first funding year, a committee of stakeholders was formed (herein referred to as the “Task Force”) to implement the requirements of the grant. This Task Force consisted of the following members:

TITLE/POSITION DEPARTMENT Student Services Coordinator Student Life Transportation Supervisor Transportation Director of Physical Plant Physical Plant College Nurse Health & Wellness Counselor Enrollment Services Executive Assistant to the VP of Student Services Student Services Director of Grant Development Grants Office Director of Campus Safety Campus Safety Associate Dean of Extended Ed. Extended Ed Director of Resident Life Dormitories Project Coordinator – Tobacco Education Program Public Health Instructional Faculty (Currently off contract) CTE Faculty Student Senate (4 Members) Student Senate Hired Intern (Student) Student Senate

In February of 2016, the Smoke-Free Shasta Task Force administered a tobacco survey to the campus community, including administration, faculty, staff, and students. The survey was available in print and electronically to encourage participation. The Task Force reviewed the data from the survey to identify if there were areas of strong support for policy change, attitudes, perceptions, and behaviors regarding tobacco use. There were 1706 respondents to the survey.

When asked if respondents would support Shasta College becoming a 100% tobacco/smoke/vape-free campus, 70.2% of respondents (1183) stated they would support the policy. When asked whether respondents would support going completely tobacco/smoke/vape-free (including engaging in these activities in their personal vehicles) 55.9% of respondents (939) stated they would support the policy.

Throughout the 2016/2017 and 2017/2018 fiscal years, the Office of Student Life and Student Senate conducted outreach and education activities which primarily focused on continual data collection and potential policy recommendations to field test the ideas for support or to identify resistance. Other events such as the Great American Smokeout (GAS) and Kick Butts Days focused on overall tobacco prevention and cessation each year.

Based on data collected, the Task Force developed key policy recommendations and a policy platform to present to College Council. Pending approval of policy changes by College Council, the

Task Force through Vice President/Assistant Superintendent, Kevin O’Rorke, will then present them to the Shasta College Board of Trustees for consideration of formal policy change across the district.

In December 1, 2017, the Shasta College Student Senate discussed and voted to recommend that Shasta College become a 100% tobacco/smoke/vape-free campus. The terms of which would be determined by College Council. All grant funds available were exhausted as of December 31, 2017.

OPTIONS

Based on both survey results and the recommendation of the Student Senate, we are presenting the following options to College Council:

1. Shasta College adopt a 100% tobacco/smoke/vape-free campus policy which would disallow any person to engage in tobacco/smoke/vape related activities on Shasta College premises; including but not limited to, personal vehicles and/or adjacent wooded areas. (RECOMMENDED)

2. Shasta College adopt a 100% tobacco/smoke/vape-free campus policy which would disallow any person to engage in tobacco/smoke/vape related activities anywhere on Shasta College premises with the exception of their personal vehicles with windows rolled up to eliminate the possibility of health effects caused by second-hand smoke.

3. Shasta College keep the smoking policy as is. This includes allowing the use of tobacco/smoke/vape products in designated smoking areas only.

Shasta-Tehama-Trinity Joint Community College District Board of Trustees

Administrative Procedures Manual

Enrollment Priorities***Revised, Suggested As Good Practice*** AP 5055

AP 5055 - 1

Reference: Title 5, Sections 58106 and 58108; Education Code Sections 66025.8,

66025.9, 66700, 70901 and 84500 Title 5, Sections 58106 and 58108; Definitions New students are students who are attending any the college for the first time, excluding students who are concurrently enrolled. Continuing students are students currently enrolled at Shasta College. Returning students are those who attended Shasta College in previous semesters but are not currently enrolled. Transfer students are those who have completed courses at other colleges or universities. Concurrent students are those who are concurrently enrolled in K-12. Matriculated students are those who have completed orientation, assessment and developed a student education plan (Title 5, section 58108). Semesters are full-length terms. Summer term is not considered a semester. Semesters are considered consecutive on the basis of the student’s enrollment so long as the break in the student’s enrollment does not exceed one semester (Title 5, Section 55031). All new students must be matriculated in order receive priority registration. The District will provide priority registration for students who enroll in a community college for the purpose of degree or certificate attainment, transfer to a four-year college or university or career advancement. Priority registration, in the order of priority listed below, shall be provided to students as follows: BLOCK 1A:

• Foster youth and or former foster youth (Education Code section 66025.9) • Homeless youth (Education Code section 66025.9)

To register in Blocks 1B-Block 4, students cannot be on probation for two consecutive semesters (Title 5, section 55031) or have earned one hundred (100) or more degree-applicable units at the district. To earn and retain priority enrollment, students must have completed orientation, assessment and developed a student education plan. Returning students and all new students must have a comprehensive education plan on file by the end of their 3rd semester. Registration priorities apply to courses offered during the summer.

Shasta-Tehama-Trinity Joint Community College District Board of Trustees

Administrative Procedures Manual

Enrollment Priorities***Revised, Suggested As Good Practice*** AP 5055

AP 5055 - 2

BLOCK 1B:

• Member of the armed forces and or military veterans (Education Code section 66025.8) • EOPS students (Title 5, section 58108 and 56232) • DSPS PACE students (students with disabilities (Title 5 section 56026) • CalWORKs students (Education Code section 66025.92) • Tribal TANF eligible students (Education Code section 66025.92)

BLOCK 2:

• TRiO students • Baccalaureate degree cohort • ACE/BOLD cohorts • Continuing Student Athletes • Continuing students with 45.0 – 99.5 units earned at Shasta College • Students with 100 or more units earned at Shasta College with a successful petition

BLOCK 3:

• 3A Continuing students with 30.0 – 44.5 units earned at Shasta College • 3B Continuing students with 15.0 – 29.5 units earned at Shasta College • 3C Continuing students with up to 14.5 units earned at Shasta College • 3D Promise students (i.e. new, recent local high school graduates who have completed

assessment, orientation and developed an education plan) BLOCK 4:

• Returning Students • Matriculated New students • Matriculated Transfer students • New and transfer students who are exempt from matriculation

BLOCK 5:

• Gateway to College students • College Connection students

BLOCK 6:

• Students who have been on probation for two consecutive semesters (Title 5, section 55031)

• Students with 100 or more units earned at Shasta College (Title 5, section 58108) • New or transfer students who first enrolled on -during or after Fall 2014 and who do not

have an education plan on file by the end of their 3rd semester. BLOCK 7:

• Concurrently enrolled 11-12 grade students

Shasta-Tehama-Trinity Joint Community College District Board of Trustees

Administrative Procedures Manual

Enrollment Priorities***Revised, Suggested As Good Practice*** AP 5055

AP 5055 - 3

BLOCK 8: • Concurrently enrolled students below 11th grade • Non-matriculated new students

Petition Process Registration priority shall be lost at the first registration opportunity after a student:

1) Is placed on academic or progress probation or any combination thereof as defined in BP 4250 titled Probation, Dismissal and Readmission and AP 4250 titled Probation for two consecutive terms; or

2) Has earned one hundred (100) or more degree-applicable units at Shasta College except in designated high unit majors.

For purposes of this section, a unit is earned when a student receives a grade of A, B, C, D or P as defined in BP and AP 4230 titled Grading and Academic Record Symbols. This 100-unit limit does not include units for non-degree applicable English as a Second Language or basic skills courses as defined by the Assistant Superintendent/Vice President of Instruction, or students enrolled in high unit majors or programs as designated by the Assistant Superintendent/Vice President of Instruction. The District will exempt units earned through advanced placement, International Baccalaureate or other similar programs from the 100-unit limit. The District shall notify students who are placed on academic or progress probation, of the potential for loss of enrollment priority. The District shall notify the student that a second consecutive term on academic or progress probation will result in the loss of priority registration as long as the student remains on probation. The District shall notify students or who have earned 75 percent or more of the unit limit, that enrollment priority will be lost when the student reaches the unit limit. Shasta College shall establish a process by which a student may appeal the loss of priority enrollment status due to extenuating circumstances or where a student with a disability applied for, but did not receive reasonable accommodation in a timely manner. Extenuating circumstances are verified cases of accidents, illnesses or other circumstances beyond the control of the student or when a student with a disability applied for, but did not receive a reasonable accommodation in a timely manner. Shasta College may exempt from the 100 unit limit category those students enrolled in high unit majors or programs. The Assistant Superintendent/Vice President of Student Services or his/her designee will determine the appeal in his/her sole discretion. Shasta College may allows students who have demonstrated significant academic improvement to appeal the loss of priority enrollment status. Significant academic improvement is defined as achieving a minimum grade point average of 2.0 and completing more than 50% of units attempted in the student’s most recently completed semester.

Shasta-Tehama-Trinity Joint Community College District Board of Trustees

Administrative Procedures Manual

Enrollment Priorities***Revised, Suggested As Good Practice*** AP 5055

AP 5055 - 4

Procedures for Review of Registration Priorities Legislatively mandated registration priorities will automatically be added to this Administrative Procedure. The district will ensure that these procedures are reflected in the course catalog and that all students have appropriate and timely notice of the requirements of this procedure. All other registration priorities will be reviewed every two years. Board Reviewed 11/11/09 Board Reviewed 04/10/13 Board Reviewed [Revisions] 12/11/13 Board’s Ad Hoc Committee on Board Policy Reviewed 06/11/14 Board Reviewed [Revisions] 07/09/14 Board Reviewed [Revisions] 04/19/17 Submitted by Enrollment Services 02/28/18 Cabinet 1st Reading 03/13/18 Cabinet 2nd Reading 03/27/18 College Council 1st Reading 04/17/18

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Institutional Goal 1 Shasta-Tehama-Trinity Joint Community College District will use innovative best practices in instruction and student services for transfer, career technical, and basic skills students to increase the rate at which students complete degrees, certificates, and transfer requirements. Institutional Objective 1.1 Increase the number of students who complete degree applicable courses, including Math and English, by the end of their first year of enrollment at Shasta College.

Activities: A. Expand and implement best practices such as multiple measures, accelerated

course options, co-requisite models and English and math success academies to ensure that more students enroll in degree applicable courses as they enter Shasta College.

B. Develop/enhance industry-specific math and English courses with embedded

supports to ensure course success, completion, and career readiness. C. Use disaggregated data to evaluate effectiveness of alternative placement

procedures, including multiple measures, local assessments, and supplemental diagnostic tools, with a targeted focus on equity populations.

D. Investigate the feasibility of implementing additional placement tools specific to

returning adults and/or non-traditional students, including tools that may add additional individualized diagnostics.

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Institutional Objective 1.2 In accordance with the Chancellor’s Office Vision for Success Goals, increase the number of students attaining associate degrees and Chancellor’s Office approved certificates each academic year through the implementation of a Guided Pathway Approach to student success.

Activities: A. Implement and expand best practices such as alternative course scheduling,

cohort support, case management and supplemental instruction (including tutoring) to increase the rate of student attainment.

B. Reduce time to completion and/or number of units accumulated in degree

attainment through case management, automated education plans, accelerated course patterns, early warning systems, and clear academic program maps.

C. Implement and evaluate the Integrated Plan (which aligns goals from SSSP,

Equity and the Basic Skills Initiative) and report results to College Council on an annual basis.

D. Redesign web interface and on-line accessible tools to support student intake,

awareness of degrees, certificates, and “Meta-Majors”. E. Implement best practices to proactively confer degrees and certificates to

students for the work that has been completed including degree audits, “degree reclamation” and “opt-out”* degree conferral.

F. Promote and track participation in internal and external professional development

opportunities to capitalize on, and expand, the expertise of faculty and staff; specifically in relation to guided pathways.

G. Promote annual Innovation Mini-Grants to enhance campus-wide creativity,

interaction, and innovation. *Degree reclamation refers to efforts to retroactively confer degrees that were earned by students but not received. Opt-out degree conferral makes the awarding of degrees/certificates automatic unless the student declines.

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Institutional Objective 1.3 In accordance with CCCCO Vision for Success Goal 2*, increase the number of students who transfer and/or are transfer prepared annually.

Activities: A. Increase the number of students who annually attain ADT (Associate Degree for

Transfer) degrees, especially students from disproportionately impacted groups. B. Enhance integration of Transfer Center with pathway programs including ACE,

BOLD, dual enrollment, and all University Programs. C. In cooperation with K-12 partners, expand transfer pathways such as the College

Promise Program, the Shasta College Honors Program, BOLD, and expanded dual and concurrent enrollment.

D. Attain specialized accreditation of the Shasta College Dual Enrollment Program

and create stronger connections with the College and Career Access Pathways legislation (CCAP) and Guided Pathways.

E. Develop strong advocacy for the continuation of Bachelor’s Degree programs

offered through the community college system; including the Shasta College Health Information Management Bachelor’s Degree.

*Vision for Success Goal 2: Increase by 35 percent the number of CCC students transferring annually to a UC or CSU. Institutional Goal 2

4

Shasta-Tehama-Trinity Joint Community College District will use technology and other innovations to provide students with improved access to instruction and student services across the District’s large geographic area. Institutional Objective 2.1 Improve access to instruction through a variety of innovative practices.

Activities: A. Implement technology improvements that support instruction such as increased

course offerings, further utilization of Canvas, and the provision of robust WIFI throughout the district.

B. Work within Chancellor’s Office guidelines to apply for and receive Center Status for

the Tehama Campus. C. Develop extended education sites as learning hubs with computer access,

connectivity and learning supports to ensure equal access to online learning opportunities.

D. Through participation in the California Community Colleges Technology Center’s

Library Services Platform project and other innovations, implement and assess a modern integrated library system to improve discovery and access to research material for students and faculty.

E. Expand and evaluate academic proven practices such as on-line tutoring and/or

synchronous learning supports for basic skills and general education. F. Offer full degree and certificate sequences in on-line format with corresponding

student support services as needed. G. Expand ACE degree offerings and implement additional ACE cohorts during

structured day programs, on-line (synchronous and asynchronous) and at extended education sites.

Institutional Objective 2.2

5

Improve access to student services through a variety of innovative practices.

Activities:

A. Expand access to student support services through the development of a “One

Stop” Center on the main campus, expanded support services in our extended education centers, and through additional on-line student support and communication options.

B. Implement technology innovations such as updated mobile app services,

automated education plans, and a redesigned website to improve access, student intake and completion.

C. Develop and implement marketing strategies to increase the overall participation

rate of students (including those living in outlying areas) who take online or traditional courses.

D. Create procedures for fully maximizing new and existing technology solutions to

make the most of all software products acquired by the District (TracDat, CurricUNET, Starfish, etc.).

Institutional Goal 3

6

Shasta-Tehama-Trinity Joint Community College District will increase students’ academic and career success through civic and community engagement with educational institutions, businesses, and organizations. Institutional Objective 3.1 Enhance student success through the cultivation and expansion of collaborative partnerships with three sectors: K-12 partners, four-year institutions, and business and industry.

Activities: A. Create linkages between academic segments and career fields to provide clearly

defined career pathways leading to living wage jobs. B. In conjunction with advisory committees and industry partners, articulate clear,

stackable certificates to increase employment options for students. C. Increase participation in collaborative efforts to improve college attainment rates

as measured by an increase in local high school graduates’ college going rates, and Shasta College’s transfer rates to four-year institutions and a decrease in remediation rates.

D. Identify additional opportunities to obtain Bachelor’s degrees via partnerships

with four-year colleges/universities, including an increase in student transfer opportunities.

E. Promote the Shasta College Promise Program to ensure that issues of

affordability do not prevent anyone from accessing postsecondary education. Institutional Objective 3.2

7

Increase collaboration with businesses and agencies to increase student work-based and experiential-based learning (e.g., internships, work experience, mentoring, volunteering, clinical experience, work study programs, advisory committees, student clubs, and service learning).

Activities: A. Develop an online portal/platform which will serve as a civic and community

engagement database (to track offerings and participation) for students, faculty, staff, and community partners to share and track information about opportunities.

B. Enhance student involvement in civic and community engagement opportunities

(including internships and service learning opportunities). C. Implement and scale the New World of Work Program to ensure that students

have the 21st Century Employability Skills necessary skills to succeed in their career aspirations, including expanding the numbers of work-based learning placements, digital badging, and micro-credentials in accordance with program goals.

Institutional Goal 4

8

Shasta-Tehama-Trinity Joint Community College District will institutionalize effective planning practices through the implementation, assessment, and periodic revision of integrated planning processes that are transparent and participatory and that link the allocation of resources to planning priorities. Institutional Objective 4.1 Continue implementation and assessment of the integrated planning cycle as described in the Integrated Planning Manual and update other plans and manuals as needed.

Activities: A. Continuously update and assess all necessary plans that support institutional

effectiveness, such as the Technology Plan, the Participatory Governance Manual, the Staff/Faculty Diversity Plan, and the Facilities Master Plan.

B. Conduct all Bond activities with highest focus on transparency, accountability,

and inclusivity. C. Design premier spaces for students that maximize engagement, contain robust

WIFI, and allow for enhanced learning opportunities, through the Bond Planning Process.

D. Investigate and mitigate barriers that prevent any individual or stakeholder group

from full participation in the Shasta College Planning Process. Institutional Objective 4.2 Ensure continued compliance with all Accrediting Commission for Community and

9

Junior Colleges’ standards, with special effort on professional development to excel at those standards related to student learning and planning.

Activities: A. In conjunction with the first Quality Focus Essay, develop, assess, and

appropriately publicize all course-level Student Learning Outcomes and Program Learning Outcomes on an identified cycle.

B. Through the Annual Area Plan and Program Review process, assess student

attainment of Student Learning Outcomes and Program Learning Outcomes, implement changes to improve results to select outcomes, and assess the implemented changes.

C. In conjunction with the second Quality Focus Essay, create a data warehouse

that ensures access to valid and relevant data that includes information about disproportionate impact and promotes a culture of inquiry at Shasta College.

D. Plan for, develop, and complete the mid-term accreditation report. E. Implement findings from the Strengthening Institutions Initiative to ensure that

accreditation goals are balanced within the framework of a positive campus culture.

Institutional Objective 4.3 Provide fiscal support for maintaining programs and priorities that are developed through the established participatory planning processes.

10

Activities: A. Ensure that the fiscal health of the District is maintained at a level which meets

longer term obligations (e.g., OPEB contributions, STRS and PERS employer contributions, and the projected effects of the new funding formula) while maintaining adequate reserves at a level which does not require special borrowing (e.g., TRANs borrowing).

B. Pursue special funding sources outside of State funding (e.g., competitive grants,

State categorical programs, and/or private funding) to enhance the District’s mission.

C. Maximize relationship with the Shasta College Foundation to support regional

partnerships, seek additional grant funding, and expand giving to support Shasta College goals and objectives.

1

Institutional Goal 1 Shasta-Tehama-Trinity Joint Community College District will use innovative best practices in instruction and student services for transfer, career technical, and basic skills students to increase the rate at which students complete degrees, certificates, and transfer requirements. Institutional Objective 1.1 Increase the number of students who complete degree applicable courses, including Math and English, by the end of their first year of enrollment at Shasta College.

Activities: A. Expand and implement best practices such as multiple measures, accelerated

course options, co-requisite models and English and math success academies with embedded support to ensure that more students enroll in degree applicable courses as they enter Shasta College.

B. Develop/enhance career/technical relevant math and English courses with

embedded supports to ensure course success, completion, and career readiness.

C. Use disaggregated data to evaluate effectiveness of alternative placement

procedures, including multiple measures, local assessments, and supplemental diagnostic tools, with a targeted focus on equity populations.

D. Investigate the feasibility of implementing additional intake tools specific to returning

adults and/or non-traditional students, including tools that may add additional individualized diagnostics.

Deleted: to ensure

Deleted: industry-specific

Deleted: placement

2

Institutional Objective 1.2 In accordance with the Chancellor’s Office Vision for Success Goals, accelerate the rate of completion each academic year by incentivizing front end enrollment through the implementation of a Guided Pathway Approach to student success.

Activities: A. Increase the rate of student attainment through the implementation of alternative

course scheduling, cohort support, case management and supplemental instruction (including tutoring) to increase the rate of student attainment.

B. Reduce time to completion and/or number of units accumulated in degree

attainment through case management, automated education plans, accelerated course patterns, early alert systems, embedded supports, supplemental instruction, priority registration, student need based scheduling and clear academic program maps.

C. Implement and evaluate the Integrated Plan (which aligns goals from SSSP,

Equity and the Basic Skills Initiative) and report results to College Council on an annual basis.

D. Redesign web interface and online accessible tools to support student

matriculation, awareness of degrees, certificates, and “Meta-Majors”. (Update for consistent use of “online” without hypen throughout the document.)

E. Implement best practices to proactively confer degrees and certificates to

students for the work that has been completed including degree audits, “degree reclamation” and “opt-out”* degree conferral.

F. Promote and track participation in internal and external professional development

opportunities to capitalize on, and expand, the expertise of faculty and staff.. – Move to Objective 2.1

G. Promote annual Innovation Mini-Grants to enhance campus-wide creativity,

interaction, and innovation. H. Advocate for course scheduling/cancellation practices that reduce time to completion

and optimize full-time enrollment. I. Educate students about the advantages and benefits of achieving full time

enrollment (30 units a year). *Degree reclamation refers to efforts to retroactively confer degrees that were earned by students but not received. Opt-out degree conferral makes the awarding of degrees/certificates automatic unless the student declines.

Formatted: Font: (Default) Arial, 12 pt

Deleted: increase the number of students attaining associate degrees and Chancellor’s Office approved certificates each academic year

Deleted: Implement and expand best practices such as

Deleted: warning

Deleted: on-line

Deleted: intake

Formatted: Font: 10 pt

Deleted: ; specifically in relation to guided pathways

Deleted: as it relates

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Deleted: ¶¶

¶¶

3

Institutional Objective 1.3 In accordance with CCCCO Vision for Success Goal 2*, increase the number of students who transfer and/or are transfer prepared annually.

Activities: A. Increase the number of students who annually attain ADT (Associate Degree for

Transfer) degrees, especially students from disproportionately impacted groups. B. Enhance integration of Transfer Center with pathway programs including

Accelerated College Education (ACE), Bachelor’s through Online and Local Degrees (BOLD), dual enrollment, and all University Partnerships.

C. In collaboration with K-12 partnerships, expand transfer pathways such as the

Shasta College Promise Program, College Connections, Gateway to College, Expect More Tehama, Reach Higher Shasta, North State Promise, the Shasta College Honors Program, and expanded dual and concurrent enrollment.

D. Attain specialized accreditation of the Shasta College Dual Enrollment Program

and create stronger connections with the College and Career Access Pathways legislation (CCAP) and Guided Pathways.

E. Develop strong advocacy for the continuation of Bachelor’s Degree programs

offered through the community college system; including the Shasta College Health Information Management Bachelor’s Degree.

*Vision for Success Goal 2: Increase by 35 percent the number of CCC students transferring annually to a UC or CSU.

Deleted: Programs

Deleted: cooperation collabroation

Deleted: BOLD,

4

5

Institutional Goal 2 Shasta-Tehama-Trinity Joint Community College District will use technology and other innovations to provide students with improved access to instruction and student services across the District’s large geographic area. Institutional Objective 2.1 Improve access to instruction through a variety of innovative practices.

Activities: A. Implement technology improvements that support instruction such as increased

course offerings, further utilization of Canvas, and the provision of robust WIFI throughout the district.

B. Work within Chancellor’s Office guidelines to apply for and work to achieve Center

Status for the Tehama Campus. C. Develop extended education sites as learning hubs with computer access,

connectivity and learning supports to ensure equal access to online learning opportunities.

D. Through participation in the California Community Colleges Technology Center’s

Library Services Platform project and other innovations, implement and assess a modern integrated library system to improve discovery and access to research material for students and faculty.

E. Expand and evaluate academic proven practices such as online tutoring and/or

synchronous learning supports for basic skills and general education. F. Offer full degree and certificate sequences in online format with corresponding

student support services as needed. G. Expand ACE degree offerings and implement additional ACE cohorts during

structured day programs, online (synchronous and asynchronous) and at extended education sites.

H. (moved from 1.2 F) Promote and track participation in internal and external professional development opportunities to capitalize on, and expand, the expertise of faculty and staff.

Deleted: receive

Deleted: on-line

Deleted: on-line

Deleted: on-line

Formatted: Numbered + Level: 1 +Numbering Style: A, B, C, … + Start at: 1 +Alignment: Left + Aligned at: 0.25" +Indent at: 0.5"

Deleted: capitializ

6

Institutional Objective 2.2 Based on a guided pathway approach, in collaboration with instruction, improve access to student services through a variety of innovative practices.

Activities:

A. Expand access to student support services through the development of a “One

Stop” Center on the main campus, expanded support services in our extended education centers, and through additional online student support and communication options.

B. Implement technology innovations such as updated mobile app services,

automated education plans, and a redesigned website to improve access, student enrollment and completion.

C. Create a plan for disseminating information related to programs and access to higher

education, with particular attention to the relevance of the information. D. Implement and maximize coordinated technology solutions that engage and

enrich the student experience. Create procedures for fully maximizing new and existing technology solutions to make the most of all software products acquired by the District (Dublabs updated mobile app services, Campus Logic, iGrad, Self Service, Shasta Summit.).

Deleted: I

Deleted: on-line

Deleted: intake

Deleted: Develop and implement marketing strategies to increase the overall participation rate of students (including those living in outlying areas) who take online or traditional courses

Deleted: TracDat, CurricUNET, Starfish, etc

7

8

Institutional Goal 3 Shasta-Tehama-Trinity Joint Community College District will increase students’ academic and career success through civic and community engagement with educational institutions, businesses, and organizations. Institutional Objective 3.1 Enhance student success through the cultivation and expansion of collaborative partnerships with three sectors: K-12 partners, four-year institutions, and business and industry.

Activities: A. Create linkages between academic segments and career fields to provide clearly

defined career pathways leading to living wage jobs. B. Align stackable certificates with industry-recognized certification standards, in

conjunction with advisory committees and industry partners. C. Increase participation in collaborative efforts to improve college attainment rates

as measured by an increase in local high school graduates’ college going rates, and Shasta College’s transfer rates to four-year institutions and a decrease in remediation rates.

D. Work with community partners to identify additional opportunities to obtain

Bachelor’s degrees with four-year colleges/universities, including an increase in student transfer opportunities.

E. Promote the Shasta College Promise Program to minimize issues of affordability

as a barrier to accessing postsecondary education.

Deleted: I

Deleted: , articulate clear, stackable certificates to increase employment options for students.

Deleted: I

Deleted: via partnerships

Deleted: ensure that issues of affordability do not prevent anyone from accessing

9

Institutional Objective 3.2 Increase collaboration with businesses and agencies to increase student work-based and experiential-based learning (e.g., internships, work experience, mentoring, volunteering, clinical experience, work study programs, advisory committees, student clubs, and service learning and Global Ed).

Activities: A. Develop an online portal/platform which will serve as a civic and community

engagement database (to track offerings and participation) for students, faculty, staff, and community partners to share and track information about opportunities.

B. Expand curricular and co-curricular opportunities through involvement in civic

and community engagement opportunities (including internships and service learning opportunities).

C. Implement and scale the New World of Work Program to ensure that students

have the 21st Century Employability Skills necessary to succeed in their career aspirations.

Institutional Goal 4

Deleted: Enhance student

Deleted: , including expanding the numbers of work-based learning placements, digital badging, and micro-credentials in accordance with program goals.

10

Shasta-Tehama-Trinity Joint Community College District will institutionalize effective planning practices through the implementation, assessment, and periodic revision of integrated planning processes that are transparent and participatory and that link the allocation of resources to planning priorities. Institutional Objective 4.1 Maintain a framework for planning activities that incorporates emerging initiatives, including District Bond Measures, changes in statewide funding formulas, and broad higher education models.

Activities: A. Continuously update and assess all necessary plans that support institutional

effectiveness, such as the Technology Plan, the Participatory Governance Manual, the Equal Employment Opportunity Plan, and the Facilities Master Plan.

B. Conduct all Bond activities with highest focus on transparency, accountability,

and inclusivity. C. Design premier spaces for students that maximize engagement, contain robust

WIFI, and allow for enhanced learning opportunities, through the Bond Planning Process.

D. Investigate and mitigate barriers that prevent any individual or stakeholder group

from full participation in the Shasta College Planning Process. E. Establish that design plans are inclusive and that all parties accessing building

spaces, including students and staff from other campus areas, have a voice and an opportunity to share ideas and perspectives.

Deleted: Continue implementation and assessment of the integrated planning cycle as described in the Integrated Planning Manual and update other plans and manuals as needed.

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11

Institutional Objective 4.2 Ensure continued compliance with all Accrediting Commission for Community and Junior Colleges’ standards, with special effort on professional development to excel at those standards related to student learning and planning.

Activities: A. In conjunction with the first Quality Focus Essay (include link to essay), develop,

assess, and appropriately publicize all course-level Student Learning Outcomes and Program Learning Outcomes on an identified cycle.

B. Through the Annual Area Plan and Program Review process, assess student

attainment of Student Learning Outcomes and Program Learning Outcomes, implement changes to improve results to select outcomes, and assess the implemented changes.

C. In conjunction with the second Quality Focus Essay (include link to essay),

create a data warehouse that ensures access to valid and relevant data that includes information about disproportionate impact and promotes a culture of inquiry at Shasta College.

D. Plan for, develop, and complete the mid-term accreditation report. E. Implement findings from the Strengthening Institutions Initiative to ensure that

accreditation goals are balanced within the framework of a positive campus culture.

12

13

Institutional Objective 4.3 Provide fiscal support for maintaining programs and priorities that are developed through the established participatory planning processes.

Activities: A. Ensure that the fiscal health of the District is maintained at a level which meets

longer term obligations (e.g., OPEB contributions, STRS and PERS employer contributions, and the projected effects of the new funding formula) while maintaining adequate reserves at a level which does not require special borrowing (e.g., TRANs borrowing).

B. Pursue special funding sources outside of State funding (e.g., competitive grants,

State categorical programs, and/or private funding) to enhance the District’s mission.

C. Maximize relationship with the Shasta College Foundation to support regional

partnerships, seek additional grant funding, and expand giving to support Shasta College goals and objectives.