2016 Annual Performance Report

Submitted:  01/11/2017 06:07 PM 

GAVILAN JOINT COMMUNITY COLLEGE DISTRICT (INC)	
Grantee Name	

5055 SANTA TERESA BLVD, GILROY, CA 95020 	
Grantee Address	

P031S150003		114938	
PR Award Number		Unit (NCES) ID	

Project Director Information:
Name 	Randy Brown	
Title 	Associate Dean, Community Development and Grants Management	
Phone 	4088484847	
E-mail 	rbrown@gavilan.edu	

Title V - Developing Hispanic-Serving Institutions	
Department of Education Grant Program	

Strengthening Outcomes for Hispanic and High-Need Students	
Project Title	

2-year Public		Year 1	
Type and Control of Institution		Grant Year	

Authorized Representative:
Name 	Dr. Kathleen Rose, Superintendant/ President	
Date 	01/11/2017	
Phone 	408-848-4712	
E-mail 	krose@gavilan.edu	

Section 1: Executive Summary
 
1.	The impact of the grant on the institution's capacity to contribute to fulfilling the goals of the legislation.
Our efforts have focused on increasing opportunities for student engagement in order to support Hispanic students to persist and complete degrees/certificates at the college and transfer. We have enhanced professional learning for online instructors, expanded opportunities for civic engagement, and strengthened instruction through acceleration and academic support in the Learning Commons. 

Our Gavilan Online Teacher Training (GOTT) Academy began in spring 2016 and each semester has provided sustained inquiry and support into best practices for six online faculty, who will in turn mentor other faculty. GOTT has been developed in concert with a statewide effort to increase access and quality of online courses to its community college students through the Online Education Initiative (OEI), which will allow students to more easily take online courses at other institutions when those courses are unavailable at the home college. 

Creating a campus culture of civic engagement provides students with opportunities to connect real-world experience and observations of their home communities to the subject matter in various disciplines. Our program provides training to faculty who implement service learning, and we have begun creating an archive to preserve student work on community-related topics. We foster civic engagement through a campus-wide One Book program. Our model includes five tiers of faculty involvement in civic engagement: 1) using data about the community in instruction; 2) gathering community data for use in teaching and learning, 3) Project-based learning to respond to a community need, an agency need, or student driven concerns, 4) service learning on campus, and 5) service learning with a community agency. 

Two of the most significant strategies for increasing the number of students completing gateway transfer courses and progressing toward completion include acceleration and developing ties between classroom instruction and academic support. Our efforts to accelerate students include improving placement, offering immersive test and course-preparation week-long courses, and redesigning sequences and curriculum for accelerated courses. Our Learning Commons provides direct support to accelerated students and others through course-specific learning activities providing practice in essential skills and concepts.

2.	How has the grant helped to carry out the mission of the institution?
Mission
Gavilan College cultivates learning and personal growth in students of all backgrounds and abilities through innovative practices in both traditional and emerging instructional environments; transfer pathways, career and technical education, developmental education, and support services prepare students for success in a dynamic and multicultural world.
In Gavilan’s principles of community, we aspire to be diverse, purposeful, open, and just. Our Title V efforts support both the mission and community principles through our emphasis on innovation and best practices in instruction, professional learning, and academic support programs. We are providing leadership in improving classroom instruction through a variety of professional learning efforts, including online education, reading apprenticeship, service learning, and project-based learning. Our civic engagement program supports students to develop the skills and habits of mind to be successful in diverse and changing workplaces and to contribute to their communities in meaningful ways.

Discuss the long-range impact the grant has had on your institution's capacity to fulfill the goals of the legislation.
In the past fifteen years Gavilan has received Title V funding six times, twice jointly with another community college. The current grant builds on previous efforts by scaling up key initiatives such as acceleration, civic engagement, and online education. 

We now have a campus culture that embraces the multiple strands of acceleration, an evidence-based measure for significantly increasing retention and success. Our college was one of sixteen California community colleges featured in an RP Group report on the flow success of accelerated students completing gateway transfer courses (compared to non-accelerated). Accelerated English students were 1.5 times more likely to succeed, while math students were 4.5 times more likely than traditional students to complete the college-level course.

Campus-wide involvement in civic engagement efforts has increased as a result of the early successes of our service learning program. Students report higher levels of engagement and persistence, while gaining strong academic and workplace skills through field placement and community-based research projects.

Online education now serves 40% of our student body, and our Teaching and Learning Center is now a hub for cross-disciplinary communities of practice for online instructors. The quality of our offerings has led to higher demand for distance learning throughout the year, including winter-session and compressed semester schedules.

If your institution has experienced any unexpected outcomes as a result of this grant, that affect for better or worse its capacity to fulfill the goals of the legislation, tell us about them here.
Due to a reorganization of tutoring programs, the Learning Commons scaled back its expectations related to learning activities. Its coordinator has less time to work one-on-one with faculty and is focusing on whole class activities in the Commons that support student learning. Learning Commons and Library faculty are redesigning their training to reflect the shift in responsibilities.
 
The Transfer Academy has developed into a plan to work with campus partners to create contextualized first-year courses in order to support students’ timely completion of goals. We brought a nationally known expert on pathways for professional development day and have facilitated retreats to build momentum for this effort.

Section 2: Accreditation                                                                                                                                                                  

Institution's primary accrediting agency.

 X    Western Association of Schools and Colleges 

Section 3: Activities, Focus Areas, and Outcomes                                                                                                                                                                 

Total Expenditures during the Reporting Period

Total federal dollars spent on your Title III/V grant: $430,914.30

Total federal dollars spent on Title III/V project management and evaluation: $195,640.81

Total remaining federal dollars spent on your Title III/V activities (Line 1 - Line 2): $235,273.49

Total number of activities: 1

Grant Activities and Outcomes

Grant activity: 
Strengthening Outcomes for Hispanic and High Needs Students

Total Spent: $235,273.49
Focus Area:  Student Services and Outcomes
Legislative Allowable Activities	Dollars Spent	% of Dollars	
Purchase of library books, periodicals, and other educational materials, including telecommunications program materials.	$269.52	0	
Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services.	$101,906.97	43	
Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the field of instruction of the faculty.	$61,554.89	26	
Tutoring, counseling, and student service programs designed to improve academic success.	$13,153.42	6	
Other Activity: Supplies	$58,388.69	25	
		
Process Measures 
		
LAA Category: Purchase of library books, periodicals, and other educational materials, including telecommunications program materials.
Did the number of library books increase?  	Yes	
If yes: 
Start #  0  
End #  17 
Application Objective  0  	
Did the number of periodical subscriptions increase?  	No	
Did the number of educational materials increase?  	No	
Did the number of telecommunications program materials increase?  	No	

LAA Category: Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services.
Did the number of computers available to faculty outside of the classroom increase?  	Yes	
If yes: 
Start # of computers  0  
End # of computers  10 
Application Objective  10  	
Did the number of faculty trained in technology increase?  	Yes	
If yes: 
Start # of faculty  0  
End # of faculty  6 
Application Objective  6  	
Did the number of faculty using technology in teaching increase?  	Yes	
If yes: 
Start # of faculty  0  
End # of faculty  6 
Application Objective  6  	
Did the number of distance learning courses under development increase?  	Yes	
If yes: 
Start # of students  0  
End # of students  6 
Application Objective  6  	

LAA Category: Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the field of instruction of the faculty.
Did the number of faculty trained in educational technology increase?  	Yes	
If yes: 
Start # of faculty trained  0  
End # of faculty trained  6 
Application Objective  6  	
Did the number of faculty trained in new or alternative teaching technique increase?  	Yes	
If yes: 
Start # of faculty trained  0  
End # of faculty trained  10 
Application Objective  16  	
Did the number of faculty participating in developmental activities (seminars, workshops, etc.) increase?  	Yes	
If yes: 
Start # of faculty  0  
End # of faculty  34 
Application Objective  22  	

LAA Category: Tutoring, counseling, and student service programs designed to improve academic success.
Did the number of tutors increase?  	Yes	
If yes: 
Start #  0  
End #  15 
Application Objective  0  	
Did the number of students using tutoring services increase?  	Yes	
If yes: 
Start #  1582  
End #  3273 
Application Objective  0  	

LAA Category: Other Activity
Other Stipend personnel 	Yes	
If yes: 
Start #  0  
End #  12 
Application Objective  22  	
Other Peer Tutors 	Yes	
If yes: 
Start #  0  
End #  15 
Application Objective  0  	

	
Focus Area: Student Support Services Outcomes 

This section depicts institutional outcomes that can be categorized in this focus area. Information is provided on the measures that the grantee felt were most reflective of their activities supported by Title III/V funds for the current reporting period. Grantees were required to answer at least two of the measures questions.
Has the institution's retention rate improved? 	Will report next year 	
Cohort: Remedial Math and English 
If yes:
Initial rate  0 
Final rate  0 
Goal  0 
I would like to provide a brief supporting statement:  Baseline data for 2014-15 will be used as initial rate information. We will begin to measure in Grant Year 2. 

Other, please specify: Success in Accelerated Math and English Courses	Will report next year 	
If yes:
Initial #   
Final #   
Goal   
I would like to provide a brief supporting statement:  Baseline data for 2014-15 will be used as initial rate information. We will begin to measure in Grant Year 2. 

	
Section 4: Project Status
	
Below is a list of objectives for each activity carried out over the current reporting period.		
Activity:  Strengthening Outcomes for Hispanic and High Needs Students 
On-Schedule Activity Objectives
1d - Increase Hispanic transfers from 45% to 58% to be in parity with 2014 Gavilan Hispanic population (Year 1: Maintain baseline of 45%).
1e - Increase 6 year BA/ BS completion rate of transfers to 75% (Year 1: Maintain baseline of 72%)
1g - Increase completion in Transfer Academy to 100% (Year 1: Increase by 5% to equal 80% completion)
2a - Increase success in online/hybrid gateway courses of cohorts by 10% above face to face baseline of 58.5% (Year 1: Maintain baseline of 58.5%)
2b - Increase positive ratings of online Helpdesk to 90% (Year 1: in prep)
3a - Increase to 6 the number of Faculty Mentors, to 90 the number of Interns in successful civic engagement projects per year (Year 1: Faculty to 6 and students to 90)
4a - Increase faculty participation to 30: in training, design, pilots and assessment of Accelerated Basic Skills (Year 1: 6 faculty)
4b - Increase faculty participation to 50: in training, design, pilots and assessment of Directed Learning Activities (Year 1: 10 faculty) 
Narrative Supporting Completed Objectives
Below are statements with data and references to goals stated in the grant application as appropriate to document the objectives that were "completed" during each year of the grant.
Activity Objective(s)	Evidence of Completion	
1a - Maintain success in key gateway courses of Accelerated Basic Skills cohorts (Year 1: Maintain baseline of 58.5%).	Mean total of Accelerated English Basic Skills cohorts for Year 1 is 54.4%.  
Mean total of Accelerated Math Basic Skills cohorts for Year 1 is 59%.	
1b - Increase success in key gateway courses of DLAs (Directed Learning Activities) cohorts by 10% above baseline (Year 1: maintain baseline of 58.5%).	Success in courses with DLA in Year 1 increased by 5% when measured with the same course in Spring 2015.	
1c - Increase transfer rates overall to 20% (Year 1: Maintain baseline of 13.4%).	Based on data from California Community Colleges Chancellors' office Student Right to Know Data, Gavilan's three year transfer rate decreased from grant baseline of 13.4% (from 2010 data)to 8.5% from data collected in 2012. Grant affected transfer rates will not begin to appear on report until Spring 2019.	
1f - Increase the number of Liberal Arts Education majors to 100 (Year 1: Increase from baseline of 51 to 60 in Year 1)	Work with education majors is projected to begin in Year 3 of the grant.	
4c - Increase faculty participation to 30: in training, design, pilots and assessment of Online Courses and Hybrids (Year 1: 6 faculty)	6 Faculty from different disciplines began work creating online courses in March 2016. Courses are completed and will begin to be implemented in Spring 2017 (Year 2).	

Section 4: Budget Summary

Category	Carryover Balance from Previous FY	Actual Budget	Expenditures	Non-Federal Expenditures	Carryover Balance	Next Year's Actual Budget	Changes (Y/N)	
	Personnel	$0.00	$167,000.00	$140,191.42	$0.00	 $26,808.58	$172,010.00	No	
Fringe Benefits	$0.00	$58,450.00	$55,449.39	$0.00	 $3,153.76	$60,204.00	No	
Travel	$0.00	$9,000.00	$16,213.32	$0.00	 ($7,213.32)	$9,000.00	No	
Equipment	$0.00	$0.00	$0.00	$0.00	 $0.00	$0.00	No	
Supplies	$0.00	$80,450.00	$11,343.76	$0.00	 $69,106.24	$75,686.00	No	
Contractual	$0.00	$16,100.00	$3,793.00	$0.00	 $12,307.00	$16,100.00	No	
Construction	$0.00	$0.00	$0.00	$0.00	 $0.00	$0.00	No	
Endowment	$0.00	$0.00	$0.00	$0.00	 $0.00	$0.00	No	
Other	$0.00	$194,000.00	$203,923.41	$0.00	 ($9,923.41)	$192,000.00	No	
Total	$0.00 	$525,000.00 	$430,914.30 	$0.00 	$94,238.85	$525,000.00	 	

Budget Narrative

Personnel:
Identified key personnel were committed in the fall semester to instruction duties, so grant activities did not begin in earnest until January, 2016. Money allocated for personnel was not fully extinguished in Grant Year 1. 
In Year 2, we will have approximately $50,000 more in Personnel expenditures due to underestimates of actual salaries those in place are paid in addition to new contract-negotiated salary increases.

Fringe Benefits:
Due to our January start date we did not use all allocated fringe benefit dollars. 
In Year 2, this amount will exceed the grant allocation by at least $15,000. All grant-salaried individuals and those earning stipends are paid fringe benefits and burdens calculated at approximately 46% of compensation.

Travel:
In order to implement many of the programs that will assist us in reaching our objectives, training needed to occur. Faculty participated in California Community Colleges Acceleration Community of Practice learning conferences, visited colleges to see how civic engagement programs were conducted and what would be a good fit with Gavilan students. Basic Skills, Reading and Writing Center conferences were also attended to learn how to implement best practices to establish, enhance and maximize student support programs on campus. 
Year 2 travel spending will exceed the allocated Year 2 budget by roughly $3,000 as we have a faculty cohort completing their community of practice commitment in Summer, 2017.

Other:
To improve student access to information and increase learning, we were able to partner with other departments and contribute to the purchase of new internet switches for the library and updated wifi hardware for the campus. This allowed the college to have increased internet capacity (both wifi and hardwired) for the school campuses. With the Title V goals of access to online and hybrid courses and expanding student performance, this investment was in line with the goals of the grant.