Berkeley City College January 16, 2014 State of the College Dr. Debbie Budd President

Happy Highlights 2014

Berkeley City College’s Mission Berkeley City College’s mission is to promote student success, to provide our diverse community with educational opportunities, and to transform lives. ~ Adopted by the Peralta Community College District Board of Trustees April 12, 2005

Transforming Lives Transforming Lives - Kristophe Green, a BCC Student Ambassador graduated with Summa Cum Laude and transferred to UC Berkeley in Fall On August 23, 2013, he received Cal’s Leadership Award.

Transforming Lives Transforming Lives - Tenzin Seldon attended Albany High, graduated from Berkeley City College, transferred to Stanford University and is now a Rhodes Scholar at Oxford University. On September 10, 2013, she was recognized by the Peralta Colleges Board of Trustees for her outstanding Academic ExcellenceBerkeley City College

Our work with our Learning Communities to improve student success New Faculty Increase in Persistence from 65% in to 73% in Increase in FTES, Spring 2014 currently number 2 in district, Currently approx 22% of FTES at BCC. 80 BCC students attended UC Berkeley in Fall 2013 New property possibilities Increased collaboration with BUSD-BCCO, Articulation meetings, learning communities Increased student support services AM and PM Academic Advisement Great new Brochure 40 th year anniversary coming up

 English Assessment success published in ACCJC Journal  Pace Program on CBS Local news  Increase in Measure B funds of over $300,000 to approach full implementation of the BAM  Increase in Lottery Materials and Instructional Equipment funds  Increase in Financial Aid funding from $4.1 million in to $9.2 million in , and an increase in number of award from 7,283 to 12,933.

Berkeley City College More information about Berkeley City College, visit Art History Business Administration Elementary Teacher Education English History Mathematics Philosophy Political Science Psychology Sociology Studio Arts City College&type=1

Congratulations to our President’s Award Winners They have made a difference in our students lives by helping us achieve our mission on a daily basis, going above and beyond, and creating a synergy that helps all those they work with. Helping to connect, value and nurture others, so that others are directed, focused and engaged.

Expected Learning Outcomes for this mornings events: Mission and it’s importance and validation How our Mission, Vision, Values tie to our Goals, that are aligned with the Student Success and Support Programs, (SSSP), and all serve as evidence for our Self Study (Self Evaluation) How Student Success goes hand in hand with closing the Achievement Gap and ensuring Social Justice and Equity How ensuring students are connected, valued and nurtured assist them in being directed, engaged and focused.

Expected Learning Outcomes for this mornings events: How we play a major role in creating that Carino and Other- Mothering noted in the RP study as Valued and Nurtured How our Learning Communities and AAT’s and AST’s (ADT’s) assist us to meet the challenge of the SSSP Deepen the conversation of what we do every day to improve our student’s success Highlighting our Successes

Berkeley City College’s Mission Berkeley City College’s mission is to promote student success, to provide our diverse community with educational opportunities, and to transform lives. ~ Adopted by the Peralta Community College District Board of Trustees April 12, 2005

Things to consider in reviewing our Mission: The institution has a statement of mission that defines its broad educational purposes, its intended student population and its commitment to achieving student learning

Improving Institutional Effectiveness The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning. Evidence of achievement of student learning outcomes and Evidence of institution and program performance. The institution maintains an ongoing, collegial, self- reflective dialogue about the continuous improvement of student learning and institutional processes The institution sets goals to improve its effectiveness consistent with its stated purpose. The institution articulates its goals and states the objectives derived from them in measurable terms, so the degree to which they are achieved can be widely discussed.

Diverse Student Body at BCC Degrees and Certificates - 27 Associate Degrees 30 Occupational Certificates Student Body - 19% African American 16% Asian-Pacific Islander 27% Caucasian 15% Hispanic 2% Filipino.2% Native American 15% Multiple Ethnicities.4% Other 57% Female 43% Male

Vision Berkeley City College is a premier, diverse, student-centered learning community, dedicated to academic excellence, collaboration, innovation and transformation.

California Common Core State Standards And Berkeley City College’s Values CA Common Core Standards: English-Language Arts (ELA) Mathematics Science English Language Development (ELD) BCC Values: A Focus on Academic Excellence and Student Learning A Commitment to Multiculturalism and Diversity A Commitment to Preparing Students for Citizenship in a Diverse and Complex Changing Global Society A Commitment to a Quality and Collegial Workplace A Commitment to Innovation and Flexibility

1. Increase college and career readiness 2. Strengthen support for entering students 3. Incentivize successful student behaviors 4. Align course offerings to meet student needs 5. Improve education of basic skills students 6. Revitalize and re-envision professional development 7. Enable efficient statewide leadership and increase coordination among colleges 8. Align resources with student success recommendations

 Student Achievement and Student Success ◦ The agenda has been translated to the Completion Agenda ◦ Now it is not only how many students complete a class, but how many get degrees and certificates and transfer to 4 year universities ◦ Funding available from the state for meeting this agenda

If the first three happen it can lead to the second three Nurtured Valued Connected Directed Engaged Focused

 President’s Innovation Fund and Mini-Grants  Funds available for innovative ideas that strengthen the institution, work to close the achievement gap and increase student success  Proposals due Jan 31, 2014

BCC GoalBCC Strategies and ActivitiesStatewide Student Success InitiativesBCC Measureable Outcomes Meet BCC resident student FTES target (3,691) by preserving and nourishing resources. PCCD Resident Student FTES Goal (18,830)  Access - Improve Internal/external outreach and partnerships in order to increase pathways to enrollment, retention and persistence  Success – Conduct strategic scheduling, including distance education; provide appropriate use of existing space, including furniture, equipment, and alternative facilities, e.g., UC Berkeley, Annex  Quality Student Support Services - Make accessible and increase understanding of on- campus and off-campus Student Support Services and Learning Resources  Partnership – Increase high school and community partnerships 1.Increase college and career readiness 1.Collaborate with K-12 to jointly develop common standards for college and career readiness 4. Align course offerings to meet student needs 4.1 Give highest priority for courses advancing student academic progress 8. Align resources with student success recommendations 8.3 Encourage innovation and flexibility in the delivery of basic skills instruction Reach BCC resident student FTES target of 3,691 and beyond.

Increase certificate/degree completion and transfers to 4-year colleges or universities by inspiring and supporting students. Uniquely Designed Programs –  Implement BCC academic mentoring and advising program to inspire and engage students and support them through certificate/degree completion, as well as transfer  Create job-shadowing opportunities for all students Partnerships –  Increase In-reach and BCC Community Communication, including degree/certificate pathways and transfer requirements  Improve Internal/External Outreach & Partnerships with 4-year programs, as well as internship and BCC job-shadowing database Quality Student Support Services –  Make accessible and increase understanding of on-campus and off-campus Student Support Services and Learning Resources, especially those needed for completion and transfer. Equity –  Facilitate and enhance faculty, student, & staff understanding of ADTs (AA-T and AS-T)  Maintain a master calendar and up-to-date web information regarding academic deadlines, events, student support, and learning resources 2.Strengthen support for entering students 2.5 Require students to declare a program of student early in their academic careers 3. Incentivize successful student behavior Adopt system- wide enrollment priorities reflecting the core mission of community colleges Require students receiving BOGG to meet various conditions and requirements Provide students the opportunity to consider full time 6. Revitalize and re-envision professional development 6.1 Create a continuum of mandatory professional development opportunities 6.2 Direct professional development resources toward improving basic skills instruction and support services (2013 ACCJC institutional-set student achievement)  Award 130 or more degrees by the end of  Award 56 or more certificates by the end of  Transfer 250 or more students to in- and out- of-state colleges and universities by the end of

Improve career and college preparation progress and success rates (successfully transition students from basic skills to college-level, as well as CTE/ career) Support Quality Instruction -  Provide Professional Development to better prepare all professionals (staff, faculty, student leaders, administration) to help students understand pathways, as well as completion of degrees/certificates in a timely manner  Implement an academic advising program (based on CCSSE results and recommendation from Department Chairs’ Council)  Share and implement contextualized learning, applied and service learning, including CTE, soft skills, college and career readiness, and internships  Ensure adequate curriculum, including integrative assignments across classes to connect/support students and instructors Quality Student Support Services –  Make accessible and increase understanding of on-campus and off-campus Student Support Services and Learning Resources, especially those needed for CTE completion and employment  Increase hours of availability for computer labs and library to accommodate students who need early morning, evening, and Saturday hours (based on CCSSE results and library assessment) 2.Strengthen support for entering students Develop and implement common centralized diagnostic assessments Require students to participate in diagnostic assessment, orientation and the develop of an education plan Develop and use technology application to better guide students in education processes Require students showing a lack of college readiness to participate in support resources 3. Incentivize successful student behavior 3.4 Require students to begin addressing basic skills deficiencies in their first year (2013 AACJC institutional-set student achievement)  Reach student course completion rate of 64% or higher for all courses, especially for basic skills and CTE courses  Reach student retention percentage of 50% or higher for all courses, especially for basic skills and CTE courses

Ensure BCC programs and services reach sustainable, continuous quality improvement level Institutional Leadership and Governance –  Engage BCC community in understanding Shared Governance, including roles, responsibilities, and information flow  Conduct effective Institutional Self-Evaluation with college-wide participation Expand the Use of Educational Technology –  Provide cross-college training and support in district, state, and federal data tools Institutional Effectiveness –  Engage in Assessment work for Service Areas, including Office of Instruction, Special Projects, and Student Services, including Veterans’ Services, Campus Life and Student Affairs  Complete and apply ILOs, assessment, CCSSE, and other assessment tools to increase student success 7.Enable efficient state-/district-college-wide leadership and increase coordination among colleges/departments 7.1 Develop and support a strong community college system office 7.2 Set local student success goals consistent with statewide/district goals 7.3 Implement a student success scorecard 7.4 Develop and support a longitudinal student record system  Complete AACJC Institutional Self-Evaluation according to timeline.  Reaffirm full Accreditation in Spring 2015  Ensure data- driven program improvement process and integrate planning into resource development and allocation  All course, program, and ILO assessments are completed, as scheduled on the published timeline

Collaborate to ensure Fiscal Stability  Fiscal Oversight - Implement fully funded BAM; increase flexibility of funds due to additional revenue streams.  Budget to Improve Student Success - Secure grant to continue Student Services-Instruction collaboration initiated under Title III 8. Align resources with student success recommendations 8.1 Encourage categorical program streamlining and cooperation 8.2 Invest in the new Student Support initiative  Stay within adopted annual budget  Develop and secure additional revenue streams, i.e. non-resident enrollment, community partnerships, industry relationships, etc.

 Improving communication to students on college expectations and strategies for student success in college  Early career and education goal planning – exploration of career interests (pre-application, pre-enrollment, and post-enrollment)  Declaring program of study and creating student education plan (initial & comprehensive)  Strengthen links with community groups and other partners: K-12, local workforce agencies, etc.

Dr. Carlos Cortez Graduated and teaches at the USC Center for Urban Education and is a true expert in the field.

Closing the Achievement Gap