1. CONNECTIONENTRYPROGRESSCOMPLETION Completion by Design Framing Model Student Progression Interest in College to Application Enrollment to completion of Gateway Courses Entry into Course of Study to 75% of Requirements Completed Complete course of study to Credential CONNECTIONENTRYPROGRESSCOMPLETION Some Known Loss Points Never apply to College Delayed entry to College Poor counseling in high school leading to: Poor matching Unaware of financial aid options Under enrollment Poor academic preparation Remediation needs not met prior to enrolling college level course Fail to enroll/pass Gatekeeper courses (i.e., entry level math & English) Poor work-school balance (75% of low income students work 20+ hrs per week) Scheduling changes Part-time enrollment forcing long completion times Life events that cause disruptions Stop out or drop out Transfer without credential Leave with enough credits needed for degree but not college level math, English

2. CONNECTIONENTRYPROGRESSCOMPLETION Completion by Design Framing Model Student Progression Possible Momentum Strategies Consistent college & career ready standards Increase understanding of college requirements Take college placement exams in high school Enrollment directly from high school Mandatory intrusive advising Declared courses of study linked explicitly to pathways Aggressive financial aid support Course redesigns to accommodate student needs to complete college work more rapidly Incentive mechanisms to support optimal attendance Real time feedback to students Intentional, accelerated competency-based programs of study Provide emergency aid to respond to unexpected life events Mandatory intrusive advising Transfer with credential incentives Remove barriers to graduation Learn & earn programs that combine credential & work experience toward a career pathway

3. Potential First Time Student Successful Completion

4. Completes SEP Books in stock at Bookstore Library Orientation Effective degree audit Effective Early Alert program Faculty Letter of Recommendation / intro to network Effective Orientation Good impression from campus visit Talk to Univ. Rep / Employer Intrusive Counseling Meet with college outreach professional Attends Lecture Series Join club / participate in student Govt Connecting with faculty outside classroom Clean petition process User-friendly application process Leverages Learning Center resources Powerful learning experience in classroom Financial Aid Support Successful Completion Get accurate perception from HS counselor Placement Test Prep PROGRESS ENTRY COMPLETION Potential First Time Student CONNECTION

5. ENTRYPROGRESSCOMPLETION Completion by Design Framing Model Student Progression Activities emerging from Cañada’s Educational Master Plan process Working with area High Schools to prepare students for College placement test. Revising orientation program to better inform/equip students to pursue their specific college goals. Provide students with information regarding the pathways to successful completion. Design support systems and interventions like intrusive counseling to helps students stay on track with their goals Identify key gatekeeper courses for students in various pathways and develop interventions to help students maintain momentum toward their goals. Improve the college’s Early Alert Program Simplify the petition process. Develop/expand learn and earn models. Expand internship opportunities for students.

6. Cañada College Balanced Dashboard Academic Year 2010/11

7. Five Year Trend in College Fall-to-Spring Persistence Rate (2006/07 – 2010/11) Retention Rate is an aggregation of student course taking performance. The retention rate is calculated by dividing the number of Final Grades awarded showing course completion (A, B, C, D, F, CR, NC,) divided by the number of all final grades awarded (A, B, C, D, F, CR, NC, W). Current Level: 55.4% High – Low Range: 3.6%

8. College Fall-to-Spring Persistence Rate by category ( First-Time Students; Fall 2010 to Spring 2011) 30%40%50%60%70%80% 35%45%55%65%75% 34.6 64.980.3 75.7 50.249.345.740.7 46.6 51.5 52.6 54.459.6 57.6 30%40%50%60%70%80% 35%45%55%65%75% 30%40%50%60%70%80% 35%45%55%65%75% Student Age Student Ethnicity Units Attempted in First Term 18 & 19 Yrs. Old20-24 Yrs. Old25-29 Yrs. Old30 – 39 Yrs Old40+ Yrs Old FilipinoHispanicWhiteMulti-RaceBlackAsian Full-time (12+ Units) Part-time (6 -11.5 units) Part-time (< 6 units) Note: Area of each circles corresponds to the relative number of First-Time Students in the cohort used for this analysis.

9. College Fall-to-Spring Persistence Rate by category ( First-Time Students; Fall 2010 to Spring 2011) 30%40%50%60%70%80% 35%45%55%65%75% 30%40%50%60%70%80% 35%45%55%65%75% 30%40%50%60%70%80% 35%45%55%65%75% Note: Area of each circles corresponds to the relative number of First-Time Students in the cohort used for this analysis. Female Gender Male Day / Evening Status Day Only Student Evening Only Student Day & Evening Student Primary College Goal Obtain Certificate Obtain AA/AS Degree Transfer Educational Development Career Development Undecided 54.4 62.1 51.9 59.5 54.2 58.1 55.9 36.6 74.6 57.251.8

10. What are the pathways? GE/Degree/Transfer – 27 Degrees offered CTE/Degree/Transfer – 28 Degrees offered Certificate (30 or More Units) – 13 offered Certificate (19 – 29 Units) – 10 offered Certificate (18 or Fewer Units) – 9 offered Career Training Certification (1 or 2 Courses) Lifelong Learner / Educational Development ESL 4Yr Student Formulate Career Plans 40% 25% 8% 5% 10% 2% 20% 45% 35% 50% The Pathways our students seem to be choosing