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SEPTEMBER TOWN MEETING WelcomeDiane Brady ASLPC UpdateEric Pineda AnnouncementsDiane Brady LPC Marketing UpdateGuisselle Nunez Accreditation UpdateRoanna Bennie Adult Education UpdateLisbeth Coiman Basic Skills UpdateDon Miller
SEPTEMBER TOWN MEETINGASLPC WelcomeEric Pineda
SEPTEMBER TOWN MEETINGREMINDER:Fall Flex DaySeptember 27, 2016
SEPTEMBER TOWN MEETINGGoal: 65 donors through payroll deduction"Give Me Five" Campaign Donors100%90%80%70%60%50%40%30%20%10%0%Percent to Goal
LAS POSITAS COLLEGESUMMER & FALL MARKETING CAMPAIGN 2016
DATA‐DRIVEN MEDIA PLANObjective: Generate brand awareness and enrollment by developing andmanaging marketing and public relations activitiesStrategy: Included advertising (online and print), social media, direct mail and e‐mail, new collateral, integrated website messaging with promotion strategy (e.g.–unique URLs for tracking advertising response rates), public relations, and moreMarket Research: District‐wide market research results and data guided themarketing strategy. Research included—1. Current Student Survey – to understand current insights about studentbehavior and mindset2. Feeder High School Research Project – interviewed high school counselors tobetter understand why, or why not, what they said to their students aboutour Colleges
Market researchCLPCCD 2016 StudentSurveyGoal: Understandstudent behavior andmedia preferences
CollegeMarket researchCLPCCD High SchoolCounselor InterviewsGoal: Understand whatcounselors say, or not,about our Colleges toprospective high schoolstudentsStrengthsBerkeley CityCollege (n 2) Academic focusAccessible‐ public transportationClose to UC BerkeleyCollege ofAlameda (n 2) College cultureAvailable by phoneDiablo ValleyCollege (n 5) ReputationConcurrent programHigh transfers to UC SchoolsFootball programStudy abroad programMany courses – art/music, tech, science,healthOnline registrationAssessment testing counselingServices for students with disabilities LaneyCollege (n 3) Ohlone College(n 3) Easy to get to location / transitGood culinary programReadily available by phoneFlexible deadlines for applications andconcurrent enrollmentSummer school offeringsMath classes not impactedHighly ranked Fire Science and Sign LanguageProgramsPerforming Arts and Music ProgramsCampusWeaknesses Lack of student gathering spaceOld facilities Counseling department – difficult to get anappointmentImpactedSome holes in College Connect programNo early enrollment Lack of diversityToo much like high school – “feels like 13thgrade” Traffic/ Busy area
ADVERTISING STRATEGYApril ‐ Present ONLINE / TV / RADIODirect eMailFacebookPandoraComcast TelevisionKYLD Radio – Wild 94.9 PRINTLivermore Independent ‐ Printand digital adsPleasanton Weekly ‐ Print anddigital adsTracy Press – Print and digital adsStoneridge Mall ‐ SkybannerWheels Buses –Fall Fast Track(Late Start)Hacienda Movie Theater
TV AD: COMCASTCSCA ‐ in Oakland A's games
TV ADAdvertising date: June 20thto August 14thAdvertising zone: HaywardAreaTarget: Adults 18‐35Frequency: Avg. 25x perweek.Program Focus: GeneralOverviewhttps://vimeo.com/173807859
FACEBOOK ADNumber of clicks to LPCwebsite: 18,025Target Audience: Ages16‐55 with interestsrelated to LPCprogramming andactivitiesSUMMER: Text was placed below ad on Facebook newsfeed
PANDORA ADNumber of clicks to LPCWebsite: 63,028Target Audience: Ages16‐55 with interestsrelated to LPCprogramming andactivities
ONLINE (News PaperAd)Target Audience: Ages16‐55 with interestsrelated to LPCprogramming andactivitiesWhere: Tracy Press ‐‐Livermore Independent‐‐ Pleasanton Weekly
STONERIDGE MALLSKYBANNER ‐‐2016More than 1 million mallvisitors during time Skybannerwas displayed.
SAN FRANCISCO(LIVERMORE)PREMIUMOUTLETS‐‐2016
PRINT ADTracy Press ‐‐ Livermore Independent ‐‐ Pleasanton Weekly
PUBLIC RELATIONSDrafted and distributed 36 press releases: 21 picked up by media outlets
DIRECT EMAILTO STUDENTSEmails sent to students who (example) who had not returned for more than onesemester who had applied but not enrolledMessages included: reminder to enroll forclasses, or return, information on studentservices, and moreDates: July 2016SENT TOTotal Emails SentOpensClick‐throughApplied, Non‐Registered& Registered25,0436,001318
OTHER COLLABORATIONSAssisted Las Positas College with additional marketingcommunication support‐Highlights: International Students Program Admissions – Summer/Fall Class Schedule LPC Folder Designs Website Re‐design Wheels/LPC Partnership Athletics Public Relations Professional To Boost Social MediaContent And Print/Online Stories “One More Class” Campaign
OTHER COLLABORATIONS
OTHER COLLABORATIONS
UP‐COMINGWEBSITETentative Phase 1roll‐out: Fall 2016
“One More Class”Campaign
UPCOMING MARKETING ACTIVITIES &COLLABORATIONS Advertising Late Start Classes – University newspapers,Facebook, Pandora Spring Recruitment Campaign planning begins September 1 Spring class schedule production New marketing collateral and more!
Accreditation: Recommendationsand Report“In order to meet the standards .”Roanna Bennie
Recommendations # 2 and # 3 the team recommends that all full‐time and part‐time faculty assess instructional SLOs andcommunicate these outcomes regardless of deliverymodality, on all course syllabi and official courseoutlines of record after engaging in a collegial self‐reflective dialog about outcomes and improvingstudent learning. (2.A.6) .it is recommended that the instructional andadministrative units engage in systematic and ongoingassessment and analysis of course, program, andgeneral education outcomes in which the results areused for improvement and effective integratedplanning processes. (II.A.1.c; IIA.2.f; IIA.2.i; II.A.3)
Recommendations # 2 the team recommends that all full‐timeand part‐time faculty assess instructional SLOsand communicate these outcomes regardlessof delivery modality, on all course syllabi andofficial course outlines of record after engagingin a collegial self‐reflective dialog aboutoutcomes and improving student learning.
Recommendations #2 and #3 the team recommends that all full‐time and part‐timefaculty assess instructional SLOs and communicate theseoutcomes regardless of delivery modality, on all coursesyllabi and official course outlines of record after engagingin a collegial self‐reflective dialog about outcomes andimproving student learning. it is recommended that the instructional andadministrative units engage in a systematic and ongoingassessment and analysis of course, program, and generaleducation outcomes in which the results are used forimprovement and effective integrated planning processes.
Student Learning OutcomesCategory2015 %2016 %Courses with SLOs99%96%*Courses with On‐Going Assessments93%88%*Degrees, Certificates with Outcomes100%96%Degrees, Certificates with On‐Going Assessments93%88%** Includes minimal data from 2016 since eLumen has been mostly unavailable
Recommendation # 4 .the team recommends that theCollege include the Academic FreedomStatement in the college catalog. (II.A.7;II.B.2.a)D O N E!!
Recommendation # 5 .the team recommends that StudentServices evaluate:a. The method by which Student Servicesdetermines and monitors learning supportneeds they provide or need to provide DEstudents; and,b. The comparability of face‐to‐face counselingand tutoring services with online counselingand tutoring services. (II.B.3)
Recommendation: District #5 .the Colleges and District shouldupdate and integrate their long range facilitiesplanning process to reflect the total cost ofownership projections of facilities andequipment. (III.B.2.a; ER 19)District led and coordinated.
Adult Education Block GrantLPC Town Hall Meeting, 9/7/16Lisbeth Coiman35
What is the AEBG? State of California 500 million awarded to CCCCO and theCDE to expand and improve the provision of adult educationvia consortia for the purpose of implementing regional plansfor adult education. Las Positas College is part of the Mid-Alameda CountyConsortium and we share responsibilities in the development ofAdult Ed programs and services with our 10 partners. Recommendations by the grant: Non-Credit pathways andbridge courses, wrap-around transition services, and assessmentalignment, all in partnership with Adult Schools in theconsortium.36
AEBG Team In its initial stages thefollowing members of ourLPC community workedwith MACC in thedevelopment of thestrategic plan: Vicki ShipmanFrances De NiscoMichelle GonzalesMeghan SwansonJim Gioia37
AENC Team Roanna Bennie Lisbeth CoimanAENC Task Force Katie Eagan Jim Gioia Tom Fuller Ron Johansen Scott MinerNadiyah TaylorJulia McGurkKali RippelPaula SchoeneckerMeghan SwansonMike SatoVicki Shipman38
Grant Timeline Grant work began in 2014-15 with Frances De Nisco,and others who attended MACC meetings andcoordinated efforts to consolidate the Master Plan andidentified the gaps and needs of the community. Lisbeth Coiman was hired as an Interim Adult Ed NonCredit Manager at the end of March to oversee theimplementation phase of the program.39
Grant TimelineMACC GapIdentificationand PlanningStage2014-2015Implementation stageAENC ProjectManager is hired.Establish new office.Open house tointroduce project tocommunity.2015-2016Course and programdevelopment. Designof wrap-aroundservices.Outreach to AdultSchools.2016-2017Serve adult studentsfrom the Tri-Valleyregion directly at LPCAENC office andthrough non-creditcourses and services2017-2018AENCoperates as anestablishedprogramsustained onapportionment2018beyond40
The Areas We Serve Adult Education- ABE/ASE/ Basic Skills (Reading,Writing and Math)- ESL / Immigrants- Workforce prep (includes seniors)entering or re-entering the workforce- Short-term CTE with highemployment potential- Programs for AWD- Programs for adults to help childrensucceed in school- Pre-apprenticeship -Non-CreditBasic SkillsESLImmigrant EducationPrograms for Older AdultsShort term vocational with highemployment potentialPrograms for AWDParenting EducationFamily and Consumer ServicesHealth and Safety41
Gaps and Needs of the Tri-ValleyRegion The Tri-Valley region has a significant number adults withdisabilities (AWD) that lack the post secondary educationresources to train for employment, or for pursuing theireducational goals. 85 % of the families with AWD areeconomically insecure. Similarly, there is a significant number of new immigrants inDublin and Pleasanton who don’t have access to financial aidbecause they have not met the 1-year residency requirement.42
Goals and ObjectivesA task force will implement the AENC program based on theidentified gaps and needs and the overall MACC objectives. Integrate existing programs and create seamless transitions intopostsecondary education or the workforce. Employ approaches proven to accelerate a student’s progresstoward his/her academic or career goals. Collaborate in the provision of ongoing professional developmentopportunities for faculty and other staff. Develop partnerships and leverage existing regional structuresand resources.43
How Does LPC Use the AEBGFunds? AEBG is a small grant with limited resources, available until June2018. Faculty stipends to collaborate with our partners. Faculty stipends to develop ideas and do curricular work. Professional Development The continuation of funding will be secured throughapportionment.44
What is the LPC Community Role? Participate in staff development opportunities Attend AENC online meetings via BlackBoard. Present your idea for non-credit course development. Participate in MACC meetings to collaborate with our partners. Educate members of the community about Non-Credit. To participate, contact Lisbeth Coiman: Office 4111B. Ext. 1109. lcoiman@laspositascollege.edu45
A Few Words About Non-Credit Non Credit is the number one strategy we have to provide educationalopportunities to undocumented immigrants who don’t meet the one-yearresidency requirement. Non Credit is a significant resource for students who have performed toolow in academic skills assessments; therefore, have a long basic skillsprogram ahead of them that can exhaust their financial aid funds. Non Credit provides supplemental employment opportunities for adjunctfaculty struggling to make ends meet. Non Credit is a valuable strategy to bring the community back into acommunity college. Non Credit can also support regular students.46
Basic Skills and StudentOutcomes Transformation GrantLas Positas CollegeSeptember 7, 2016Ashley McHale, Don Miller, and Michelle Gonzales
Introduction 1.5 million grant for Basic Skills over 3 years English and Math Departments will leverage funding tomake targeted, sustainable institution-wideimprovements that reinforce ongoing efforts to extendacademic and student support services fordisproportionately-impacted students at the college. Programs recommended by grant: co-requisite models,Multiple Measures Assessment (MMAP)implementation, contextualized instruction
Grant Writing Team Ashley McHaleDon MillerJennie GrahamLisbeth CoimanKatie EaganKristy Woods Michelle Gonzales Roanna Bennie Vicki Shipman
Grant Timeline Both English and Math were working on implementingsome of these interventions at first notice of grant Co-Coordinators for grant were selected by acommittee in early August Michelle Gonzales (English) Ashley McHale (Math)
Grant TimelineFeb 2016Feb 24, 2016Feb 24, 2016Official Notice ofGrantGrant Discussed inBaSk MeetingBegan AssemblingGrant Writing TeamMarch 9, 2016Michelle Gonzales,in role of BaSk Co‐Coordinatorreported on grant toAcademic Senate
Grant TimelineJune 17, 2016March 2016Grant writing teamresearches andwrites grantMarch 24, 2016April 6, 2016Grant SubmittedEligible Not FundedWord that grant wasfunded after statesecures additionalBaSk funds
Grant TimelineJuly 26, 2016July 12, 2016July 17, 2016Official Letterreceived; grantfundedGrant Coordinatorpositions announcedcampus wideContractual InternalReview Committeereviews applications;grant coordinatorsselectedAugust 2 & 3, 2016Grant team attendsgrant summit inSacramento.
What this means for LPC English and Math will work on implementing high impactpractices in Basic Skills to help students move more quicklythrough pathways to career, certificates, graduation, transfer, etc. An emphasis is on students who are failing to complete their basicskills Math and English sequences but also have a goal of earningcertificates and degrees.
What this means for LPC These efforts will involve: Professional development Curricular work Multiple measures assessment implementation Integration of adult education work in the region.
How the Grant will be used: Hiring part-time positions Staff development professional expert Institutional research analyst Assessment technician Faculty compensation for assistance in the areas of MMAP designand implementation for English and Math
How the Grant will be used: Research, design and implementation of an English 1A staffdevelopment program, rubric development for all levels ofEnglish. Research, design and implementation of a “Fast Track” mode ofoffering math courses, co-requisite courses for basic skills Math,Math Jam
How the Grant will be used: Professional development opportunitieso Reading Apprenticeshipo Growth Mindseto Habits of Mindo Classroom Management & Effective Student-CenteredActivities
How can you get involved? Participate in professional development opportunities Attend monthly Basic Skills Committee meetings, 4th Wednesdays2:30 – 4:00 in 2411a Apply for part-time professional development expert position Aid in research, design, and implementation of an English 1A staffdevelopment program Aid in development of English 1A rubrics Aid in promoting co-requisite courses and Math Jam to students Consider offering future “Fast Track” courses in your discipline
counselors say, or not, about our Colleges to prospective high school students College Strengths Weaknesses BerkeleyCity College (n 2) Academic focus Accessible‐public transportation Close to UC Berkeley Lack of student gathering space Old facilities College
