District: Chabot-Las Positas Community College District
College: Chabot College
GOALS BY TARGET POPULATION
GOALS
Males
Goal A: Access
Foster
Youth
Students
with
disabilities
X
X
Lowincome
Veterans America
n Indian
or Alaska
Native
Goal E: Transfer
Filipino
Hispanic Hawaiian
or Latino or Pacific
Islander
White
X
X
Goal C: ESL/Basic
Skills Success
Goal D2: Cert
Completion
Black or
African
American
X
Goal B: Course
Completion /
Success Rates
Goal D1: Degree
Completion
Asian
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
District: Chabot-Las Positas Community College
District
College: Chabot College
GOALS AND ACTIVITIES
A.
STUDENT SUCCESS INDICATOR FOR ACCESS
“Compare the percentage of each population group that is enrolled to the percentage of
each group in the adult population within the community served”
JUSTIFICATION BASED ON RESEARCH AND EVIDENCE: According to campus-based
research, certain target populations are underrepresented at Chabot College when compared to
the percentage of each group in the adult population of the Chabot service area. These
populations include: students with disabilities, foster youth, veterans, and white students.
Note: Target populations defined by state equity plan guidelines do not require us to look at age.
GOAL A1. Increase the proportion of students with disabilities at Chabot College from 6% to
7% by Summer 2020. (8% in community)
ACTIVITY A.1 (Please include the target date in chronological order and identify the responsible person/group
for each activity)
TARGET
DATE
Spring
Semester 2015/
November 21,
2014
January 25,
2015
February 28,
2015
ACTIVITY
Produce and direct mail postcard with pictures of
diverse students in four program areas to all service
area residents (157,000) promoting admissions and
registration
Produce and deliver High School Counselor
Newsletter and other marketing materials
highlighting programs/services for students with
disabilities including learning disability assessment
(e.g., CIN, FYE, MESA, Daraja, Puente and TRiO
programs, DSPS and the SSSP process).
March 31,
2015
DSPS Counselors make presentations to high
school special education teachers, parents and
students about the enrollment and assessment
process for students with disabilities.
Collaborate with the Department of Rehabilitation
to present materials, make presentations to students
and let them know of the availability of DOR
funding.
PERSON/GROUP
RESPONSIBLE
Graphic Designer and
VPSS
Counselor Assistant
for Student Follow-up
Early Decision
Counselors
Peer Advisors contact
new applicants
Kathleen Allen
A&R – Paulette Lino
District: Chabot-Las Positas Community College District
College: Chabot College
PROPOSED BUDGET ITEMS:
EXPECTED OUTCOME A.1
1. The service area communities will know that Chabot College has new Certificate and
Associate Degrees as well as eighteen (18) Transfer Degrees with hundreds of new
courses available, along with how to apply at our college website.
2. The service area high school counselors will be able to share information with their
students about Chabot College’s programs for first-year students (CIN, FYE, MESA,
Daraja, Puente, SBBC) including students with disabilities (DSPS) programs and
services.
GOAL A2. Increase the proportion of the student population who are foster youth at Chabot
College from 3% to XX% by Summer 2020. (no comparison available)
ACTIVITY A.2 (Please include the target date in chronological order and identify the responsible person/group
for each activity)
TARGET
DATE
FebruaryMarch 2015
ACTIVITY
January 25,
2015
Produce and deliver High School Counselor
Newsletter and other marketing materials
highlighting programs/services for foster youth
(e.g., CIN, FYE, MESA, Daraja, Puente and TRiO
programs, CalWORKS and the SSSP process).
February 28,
2015
March 31,
2015
Spring 2015
Create Foster Youth Workgroup including
representatives from county social services and
foster/kinship parents; assess needs of foster youth.
Collect and analyze data on Foster Youth to
determine feasibility of cohort among 200
estimated Foster Youth enrolled
Financial aid targeted outreach / processing for
foster youth
EOPS connection with Financial Aid
Page 3 of 25
PERSON/GROUP
RESPONSIBLE
Interim Foster Youth
Director and Assistant
Counselor Assistant
for Student Follow-up
Early Decision
Counselors
Peer Advisors contact
new applicants
Counselor and
Assistant assigned to
Foster Youth
Financial Aid Director
EOPS Counselor
Coordinator
District: Chabot-Las Positas Community College District
College: Chabot College
PROPOSED BUDGET ITEMS:
EXPECTED OUTCOME A.2
Foster youth needs will be documented to inform program marketing materials and methods.
GOAL A3. Increase the proportion of the veteran student population who are at Chabot College
from 1% to 3% by Summer 2020. (4% in community)
TARGET
DATE
Spring
Semester 2015/
November 21,
2014
December 12,
January 15,
February 20
ACTIVITY
Produce and direct mail postcard with pictures of
diverse students in four program areas to all service
area residents (157,000) promoting admissions and
registration
Contact local businesses and share information on
Chabot’s PACE (Program for Adult College
Education) Program, MESA (Math, Engineering,
Science Achievement) Program, DSPS (Disabled
Students Programs and Services/Resource Center),
First Year Experience (FYE) and Veterans benefits,
programs and services.
PERSON/GROUP
RESPONSIBLE
Graphic Designer and
VPSS
PACE, MESA and
DSPS Counselors,
Veterans Benefits
Specialist (Rozen)
EXPECTED OUTCOME A.3.
1. Local businesses will be able to share information with their employees about Chabot
College’s programs and services for veterans.
GOAL A4. Increase the proportion of the student population who are white at Chabot College
from 22% to 24% by Summer 2020. (30% in community)
TARGET
DATE
FebruaryMarch 2015
ACTIVITY
Conduct a survey/focus groups/interviews of
campus and high school students in the target
populations to ascertain their views of arts and
other offerings on campus, and what they would
like to engage with in terms of new or existing
offerings
Page 4 of 25
PERSON/GROUP
RESPONSIBLE
AHSS Staff in concert
with professional
experts
IR
District: Chabot-Las Positas Community College District
College: Chabot College
Produce and direct mail postcard with pictures of
diverse students in four program areas to all service
area residents (157,000) promoting admissions and
registration
Produce and deliver High School Counselor
Newsletter and other marketing materials
highlighting programs/services for foster youth
(e.g., CIN, FYE, MESA, Daraja, Puente and TRiO
programs, CalWORKS and the SSSP process).
Provide outreach and transition services to adult
schools, ROPs and alternative, continuation,
community day and court schools.
Establish a centralized office (“Welcome Center”)
to provide in-reach and outreach to students and
families about campus services and providing
Campus Tours.
Outreach Specialists
Early Decision
Counselors
Passion & Purpose
Student Ambassadors
Office of Student Life
Peer Advisors
Outreach Specialists
Early Decision
Counselors
Passion & Purpose
Student Ambassadors
EXPECTED OUTCOME A.4
1. Enrollment of white students will increase at Chabot.
2. The service area community will gain awareness of Chabot as a location that wants to
provide access to students in the targeted populations in the arts and sciences fields.
Page 5 of 25
District: Chabot-Las Positas Community College
District
College: Chabot College
GOALS AND ACTIVITIES
B.
STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION
“Ratio of the number of credit courses that students by population group actually complete by the
end of the term compared to the number of courses in which students in that group are enrolled
on the census day of the term”
JUSTIFICATION BASED ON RESEARCH AND EVIDENCE: According to campus-based
research, no target populations demonstrated disproportionate impact in course completion.
Therefore, Chabot efforts will focus on improving outcomes in course completion in Goal C for
ESL and basic skills course completion.
District: Chabot-Las Positas Community College District
College: Chabot College
GOALS AND ACTIVITIES
C. STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION
“Ratio of the number of students by population group who complete a degree-applicable
course after having completed the final ESL or basic skills course to the number of those
students who complete such a final course”
JUSTIFICATION BASED ON RESEARCH AND EVIDENCE: According to campus-based
research, several student populations are not successfully completing their next-level
degree/transfer-applicable courses in English (e.g., English 101B to 1A; English 102 to 1A) and
Math (e.g., Math 65 to 55, Math 55/54 to college math).
•
For students starting in basic skills English, these populations include: African-American,
Filipino, and White.
•
For students starting in basic skills Math, these populations include: African-American,
Filipino, and students of ages 25 and older.
•
For students starting in ESL, these populations include: Hispanic / Latino and students of
ages 25 and older.
GOAL C1. Increase the percentage of African-American students who complete their next-level
math or English course:
a) from 38% to 50% for Math 65 to Math 55 (degree-applicable) by Fall 2020; and
b) from 62% to 70% for English 101B to 1A by Fall 2020; and
c) from 64% to 65% for English 102 to 1A by Fall 2020.
TARGET
DATE
Spring 2015
ACTIVITY
Spring 2015
Provide peer to peer support for learning assistance
for Striving Black Brothers Coalition students,
workshops and leadership activities
SBBC Coordinator
Spring 2015
Pilot Statistics teaching assistant position to
translate statistics language for increase academic
literacy in transfer math level using formative
assessments and coaching strategies/workshops for
target populations
Math Faculty (Cindy
Stubblebine)
Spring 2015
Enhance STEM Center resources in surveying
campus climate, professional development,
Dean of Science and
Math, STEM Faculty
Increase basic skill instructional support and
learning assistance in math for African-American
students
PERSON/GROUP
RESPONSIBLE
Learning Connection
Coordinator
District: Chabot-Las Positas Community College District
College: Chabot College
outreach and staff to serve target population in
support for course completion in math
Spring 2015
December
through
September 30,
2014
January – May,
2015
Expand Daraja Project participation and support for
2nd year students including tutoring, direct student
aid and success workshops/leadership training and
scaling up peer to peer mentoring
Daraja Counselors and
Instructors
Professional Development around teaching to
targeted populations
Equity Council and
Staff Development
Committee
Equity Director
Provide books, transportation, child care and food
resources for students in highest need as identified
in programs or through faculty/staff/administrators.
Additional instructional and counselor assistance
will be provided to students with highest need in
math through the Math Lab, and in English with
January – May, collaboration with Daraja, SBBC, Puente, DSPS,
2015
FYE and Veteran’s Benefits programs to increase
target population participation in support services.
Jane Wolford, Faculty
Learning Connection
Coordinator
Tim Dave, Interim
Dean of Science and
Math
Sandra Genera, Puente
Counselor/Coordinator
Jeanne Wilson, Dean
of Special Programs
CIN, Daraja, Puente,
and FYE faculty;
SBBC Coordinator
Spring 2015
Expand CIN, FYE, Daraja, Puente and SBBC
resources to increase student engagement,
professional development and collaboration with
other learning communities
Spring 2015
Expand Daraja curriculum to include PSCN and
Passion Project, as well as mentoring and
professional development components
Tom deWitt & Dr.
Jeanne Wilson
November –
Spring 2015
Establish a Black Faculty/Staff Association to
support the needs of African American students
Dr. Jeanne Wilson
Spring-Fall
2015
Revitalize Ethnic Studies, which will include core
courses attractive to Daraja and other AfricanAmerican students
Collaborate with African-American and Latino FIG
hosted by Land and Johnston to develop through
research, experience and creativity a vital 21"
Equity pedagogy that moves us into learning that is
fueled by love and leads to liberation, a post-equity
pedagogy, share with colleagues and host
professional development opportunities
Page 9 of 25
Michael Thompson
Spring-Fall
2015
Daraja staff
District: Chabot-Las Positas Community College District
College: Chabot College
Spring-Fall
2015
Participate in professional development at
statewide Umoja Summer Learning Institute,
Regional Symposium, and annual conference for
faculty, staff and students
Daraja staff and
students
Spring 2015
Re-establish Early Alert system to track progress of
students, especially target populations, making
timely referrals to support services
FYE & Probation
Coordinators
Spring 2015
Provide bi-monthly workshops on Chaffey Grant
for Foster Youth
Counselor and
Assistant assigned to
Foster Youth
March-April
2015
Review, revise, and where necessary, redesign
STEM courses and programs to better address the
needs of targeted populations.
Faculty and Dean of
Science and Math
Division
Spring 2015
Pilot Statistics teaching assistant position to
translate statistics language for increase academic
literacy in transfer math level using formative
assessments and coaching strategies/workshops for
target populations
Math Faculty (Cindy
Stubblebine)
EXPECTED OUTCOME C.1
1. Access to tutors and instructional assistants will increase for target populations,
increasing basic skills course completion rates by 2%
2. Increase SBBC student basic skills course completion by 2%
3. Statistics teaching strategies will be enhanced by linking new data sets to key concepts in
curriculum for target populations
4. Increase in students of color using STEM Center instructional support resources;
increased understanding of issues facing STEM curriculum and climate for underrepresented student populations in STEM programs
5. Increase in African American student engagement and basic skills completion by 2%
6. Students experiencing high direct need will have resources provided to help them
complete more classes during the term.
7. Students from target population will increase use of Math Lab instructional assistance,
increasing likelihood to complete math class.
8. Program students will increase student engagement in success workshops, registration
awareness and student retreat to aid completion by 2%
9. Increase course completion of Daraja students and other African American students
engaged in expanded Daraja activities by 2%
10. Establish consistent organization for Black faculty and staff to support equity goals
related to African American students
11. Upgraded program and student learning strategies as well as develop relationships to
support African American students
12. Students in target populations will received timely referrals to support services and
increase course completion rate by 2%
Page 10 of 25
District: Chabot-Las Positas Community College District
College: Chabot College
13. Increase number of Foster Youth qualifying for Chaffey Grant and decrease withdrawals
by 10%
14. The service area community will have access to revised courses and programs in the
STEM fields at Chabot College.
GOAL C2. Increase the percentage of Filipino who complete their next-level math or English
course:
a) from 44% to 50% for Math 65 to Math 55 (degree-applicable) by Fall 2020; and
b) from 57% to 70% for English 101B to 1A by Fall 2020; and
TARGET
DATE
Spring 2015
ACTIVITY
Spring 2015
Provide curriculum development funding for
faculty to modify ESL curriculum to enhance ESL
completion into English 1A
Spring 2015
Support Black/Latino Faculty Inquiry Group (FIG)
to increase awareness of Teacher Research,
professional development around equity, and
conduct teacher research projects in the English
discipline to be shared at faculty retreats
English Faculty Land
Spring 2015
Increase basic skill instructional support and
learning assistance in math for Filipino students
Learning Connection
Coordinator
Spring 2015
Pilot Statistics teaching assistant position to
translate statistics language for increase academic
literacy in transfer math level using formative
assessments and coaching strategies/workshops for
target populations
Math Faculty (Cindy
Stubblebine)
Spring 2015
Enhance STEM Center resources in surveying
campus climate, professional development,
outreach and staff to serve target population in
support for course completion in math
Dean of Science and
Math, STEM Faculty
Professional Development around teaching to
targeted populations
Equity Council and
Staff Development
Committee
Equity Director
December
through
September 30,
2014
Collect data on Foster Youth basic skills
assessment and completion, tutor students in small
groups, and provide dedicated counseling services
Provide books, transportation, childcare and food
resources for students in highest need as identified
in programs or through faculty/staff/administrators.
Page 11 of 25
PERSON/GROUP
RESPONSIBLE
Foster Youth
Administrator on
assignment, Counselor
and Tutor
ESL Faculty
District: Chabot-Las Positas Community College District
January – May, Additional instructional and counselor assistance
2015
will be provided to students with highest need in
math through the Math Lab, and in English with
January – May, collaboration with Daraja, SBBC, Puente, DSPS,
FYE and Veteran’s Benefits programs to increase
2015
target population participation in support services.
College: Chabot College
Jane Wolford, Faculty
Learning Connection
Coordinator
Tim Dave, Interim
Dean of Science and
Math
Sandra Genera, Puente
Counselor/Coordinator
Jeanne Wilson, Dean
of Special Programs
CIN, Daraja, Puente,
and FYE faculty;
SBBC Coordinator
Spring 2015
Expand CIN, FYE, Daraja, Puente and SBBC
resources to increase student engagement,
professional development and collaboration with
other learning communities
November –
Spring 2015
Establish a API Faculty/Staff Association to
support the needs of Filipino students
Dr. Jeanne Wilson
Spring-Fall
2015
Spring-Fall
2015
Revitalize Ethnic Studies, which will include core
courses attractive to Filipino students
Participate in professional development at
statewide Umoja Summer Learning Institute,
Regional Symposium, and annual conference for
faculty, staff and students
Michael Thompson
Spring 2015
Re-establish Early Alert system to track progress of
students, especially target populations, making
timely referrals to support services
FYE & Probation
Coordinators
March-April
2015
Review, revise, and where necessary, redesign
STEM courses and programs to better address the
needs of targeted populations.
Faculty and Dean of
Science and Math
Division
Spring 2015
Pilot Statistics teaching assistant position to
translate statistics language for increase academic
literacy in transfer math level using formative
assessments and coaching strategies/workshops for
target populations
Math Faculty (Cindy
Stubblebine)
Daraja staff and
students
EXPECTED OUTCOME C.2
1. Filipino student data will be collected to determine basic skills needs, and tutoring and
counseling will be provided to identified students
2. ESL curriculum will be modified to increase successful completion of ESL sequence into
English 1A
Page 12 of 25
District: Chabot-Las Positas Community College District
College: Chabot College
GOAL C3. Increase the percentage of White who complete their next-level English course:
a) from 63% to 70% for English 101B to 1A by Fall 2020
TARGET
DATE
Spring 2015
ACTIVITY
Spring 2015
Increase basic skill instructional support and
learning assistance in English for White students
Collect data on English assessment and completion,
tutor students in small groups, and provide
dedicated counseling services
Professional Development around teaching to
targeted populations
December
through
September 30,
2014
January – May,
2015
Provide books, transportation, child care and food
resources for students in highest need as identified
in programs or through faculty/staff/administrators.
Additional instructional and counselor assistance
will be provided to students with highest need in
English with collaboration with Daraja, SBBC,
January – May, Puente, DSPS, FYE and Veteran’s Benefits
2015
programs to increase target population participation
in support services.
Spring 2015
Expand CIN and FYE resources to increase student
engagement, professional development and
collaboration with other learning communities
Spring 2015
Re-establish Early Alert system to track progress of
students, especially target populations, making
timely referrals to support services
PERSON/GROUP
RESPONSIBLE
Foster Youth
Administrator on
assignment, Counselor
and Tutor
Learning Connection
Coordinator
Equity Council and
Staff Development
Committee
Equity Director
Jane Wolford, Faculty
Learning Connection
Coordinator
Tim Dave, Interim
Dean of Science and
Math
Sandra Genera, Puente
Counselor/Coordinator
Jeanne Wilson, Dean
of Special Programs
CIN, Daraja, Puente,
and FYE faculty;
SBBC Coordinator
FYE & Probation
Coordinators
EXPECTED OUTCOMES C.3
GOAL C4. Increase the percentage of students age 25 or older who complete their next-level
math course:
a) from 41% to 44% for Math 55/54 (degree-applicable) to College Level Math (40’s & 30’s) by
Fall 2020
Page 13 of 25
District: Chabot-Las Positas Community College District
College: Chabot College
TARGET
DATE
Spring 2015
ACTIVITY
Spring 2015
Increase basic skill instructional support and
learning assistance in math for Filipino students
Spring 2015
Pilot Statistics teaching assistant position to
translate statistics language for increase academic
literacy in transfer math level using formative
assessments and coaching strategies/workshops for
target populations
Math Faculty (Cindy
Stubblebine)
Spring 2015
Enhance STEM Center resources in surveying
campus climate, professional development,
outreach and staff to serve target population in
support for course completion in math
Dean of Science and
Math, STEM Faculty
Professional Development around teaching to
targeted populations
Equity Council and
Staff Development
Committee
Equity Director
December
through
September 30,
2014
January – May,
2015
Collect data on older adult math assessment and
completion, tutor students in small groups, and
provide dedicated counseling services
Provide books, transportation, child care and food
resources for students in highest need as identified
in programs or through faculty/staff/administrators.
Additional instructional and counselor assistance
will be provided to students with highest need in
math through the Math Lab with collaboration with
January – May, Daraja, SBBC, Puente, DSPS, FYE and Veteran’s
2015
Benefits programs to increase target population
participation in support services.
Spring 2015
Spring-Fall
2015
Spring 2015
Expand CIN, FYE, Daraja, Puente and SBBC
resources to increase student engagement,
professional development and collaboration with
other learning communities
Revitalize Ethnic Studies, which will include core
courses attractive to Filipino students
Re-establish Early Alert system to track progress of
students, especially target populations, making
timely referrals to support services
Page 14 of 25
PERSON/GROUP
RESPONSIBLE
Foster Youth
Administrator on
assignment, Counselor
and Tutor
Learning Connection
Coordinator
Jane Wolford, Faculty
Learning Connection
Coordinator
Tim Dave, Interim
Dean of Science and
Math
Sandra Genera, Puente
Counselor/Coordinator
Jeanne Wilson, Dean
of Special Programs
CIN, Daraja, Puente,
and FYE faculty;
SBBC Coordinator
Michael Thompson
FYE & Probation
Coordinators
District: Chabot-Las Positas Community College District
TARGET
DATE
March-April
2015
ACTIVITY
Spring 2015
Pilot Statistics teaching assistant position to
translate statistics language for increase academic
literacy in transfer math level using formative
assessments and coaching strategies/workshops for
target populations
Review, revise, and where necessary, redesign
STEM courses and programs to better address the
needs of targeted populations.
College: Chabot College
PERSON/GROUP
RESPONSIBLE
Faculty and Dean of
Science and Math
Division
Math Faculty (Cindy
Stubblebine)
EXPECTED OUTCOME C.4
GOAL C5. Increase the percentage of Hispanic/Latino students who complete their next-level
English course after completing the highest level ESL course:
a) from 10% to 42% for ESL 110D to 1A by Fall 2020.
TARGET
DATE
Spring 2015
ACTIVITY
Spring 2015
Provide curriculum development funding for
faculty to modify ESL curriculum to enhance ESL
completion into English 1A
ESL Faculty
Spring 2015
Increase basic skill instructional support and
learning assistance in English for ESL students
Learning Connection
Coordinator
Spring 2015
Enhance STEM Center resources in surveying
campus climate, professional development,
outreach and staff to serve target population in
support for course completion in math
Dean of Science and
Math, STEM Faculty
Professional Development around teaching to
targeted populations
Equity Council and
Staff Development
Committee
Equity Director
December
through
September 30,
2014
Collect data on ESL basic skills assessment and
completion, tutor students in small groups, and
provide dedicated counseling services
Provide books, transportation, childcare and food
resources for students in highest need as identified
in programs or through faculty/staff/administrators.
Page 15 of 25
PERSON/GROUP
RESPONSIBLE
ESL Faculty,
Counselor and Tutor
District: Chabot-Las Positas Community College District
TARGET
ACTIVITY
DATE
January – May, Additional instructional and counselor assistance
2015
will be provided to students with highest need in
ESL and English with collaboration with Daraja,
January – May, SBBC, Puente, DSPS, FYE and Veteran’s Benefits
2015
programs to increase target population participation
in support services.
Spring 2015
Expand CIN, FYE, Daraja, Puente and SBBC
resources to increase student engagement,
professional development and collaboration with
other learning communities
Spring 2015
Re-establish Early Alert system to track progress of
students, especially target populations, making
timely referrals to support services
College: Chabot College
PERSON/GROUP
RESPONSIBLE
Jane Wolford, Faculty
Learning Connection
Coordinator
Tim Dave, Interim
Dean of Science and
Math
Sandra Genera, Puente
Counselor/Coordinator
Jeanne Wilson, Dean
of Special Programs
CIN, Daraja, Puente,
and FYE faculty;
SBBC Coordinator
FYE & Probation
Coordinators
EXPECTED OUTCOME C.5
1. ESL data will be collected to determine basic skills needs, and tutoring and counseling
will be provided to identified students
2. ESL curriculum will be modified to increase successful completion of ESL sequence into
English 1A
GOAL C6. Increase the percentage of students 25 and older who complete their next-level
English course after completing the highest level ESL course:
a) from 18% to 76% for ESL 110D to 1A by Fall 2020.
TARGET
DATE
Spring 2015
ACTIVITY
Spring 2015
Provide curriculum development funding for
faculty to modify ESL curriculum to enhance ESL
completion into English 1A
ESL Faculty
Spring 2015
Increase basic skill instructional support and
learning assistance in English for ESL students
Learning Connection
Coordinator
Collect data on ESL basic skills assessment and
completion, tutor students in small groups, and
provide dedicated counseling services
Page 16 of 25
PERSON/GROUP
RESPONSIBLE
ESL Faculty,
Counselor and Tutor
District: Chabot-Las Positas Community College District
TARGET
DATE
Spring 2015
ACTIVITY
Enhance STEM Center resources in surveying
campus climate, professional development,
outreach and staff to serve target population in
support for course completion in math
Professional Development around teaching to
targeted populations
December
through
September 30,
2014
January – May,
2015
Provide books, transportation, childcare and food
resources for students in highest need as identified
in programs or through faculty/staff/administrators.
Additional instructional and counselor assistance
will be provided to students with highest need in
ESL and English with collaboration with Daraja,
January – May, SBBC, Puente, DSPS, FYE and Veteran’s Benefits
2015
programs to increase target population participation
in support services.
Spring 2015
Expand CIN, FYE, Daraja, Puente and SBBC
resources to increase student engagement,
professional development and collaboration with
other learning communities
Spring 2015
Re-establish Early Alert system to track progress of
students, especially target populations, making
timely referrals to support services
College: Chabot College
PERSON/GROUP
RESPONSIBLE
Dean of Science and
Math, STEM Faculty
Equity Council and
Staff Development
Committee
Equity Director
Jane Wolford, Faculty
Learning Connection
Coordinator
Tim Dave, Interim
Dean of Science and
Math
Sandra Genera, Puente
Counselor/Coordinator
Jeanne Wilson, Dean
of Special Programs
CIN, Daraja, Puente,
and FYE faculty;
SBBC Coordinator
FYE & Probation
Coordinators
EXPECTED OUTCOME C.6
1. ESL data will be collected to determine basic skills needs, and tutoring and counseling
will be provided to identified students
2. ESL curriculum will be modified to increase successful completion of ESL sequence into
English 1A
Page 17 of 25
District: Chabot-Las Positas Community College District
College: Chabot College
GOALS AND ACTIVITIES
D.
STUDENT SUCCESS INDICATOR FOR DEGREE AND CERTIFICATE
COMPLETION
“Ratio of the number of students by population group who receive a degree or certificate
to the number of students in that group with the same informed matriculation goal”
JUSTIFICATION BASED ON RESEARCH AND EVIDENCE: According to campus-based
research, a large percentage of degree/certificate-seeking students in the target populations are
not earning a degree/certificate after [four years.] – financial aid implications
•
For degree-seeking students, these populations include: males, African-American,
American Indian or Alaskan Native, Hispanic or Latino, Hawaiian or Pacific Islander,
White, all age groups of 20 and older, students with disabilities, and foster youth.
•
For certificate-seeking students, these populations include: African-American, American
Indian or Alaskan Native, Hispanic or Latino, Hawaiian or Pacific Islander, White, all
age groups less than 50 years old, and foster youth.
GOAL D.1 Increase the percentage of degree-seeking students who earn a degree after four
years in the following target populations:
a. Males earning a degree after four years from 5% to 7% by Fall 2020.
b. African-American students earning a degree after four years from 2% to 9% by Fall
2020.
c. American Indian or Alaskan Native students earning a degree after four years from 3% to
9% by Fall 2020.
d. Hispanic or Latino students earning a degree after four years from 6% to 9% by Fall
2020.
e. Hawaiian or Pacific Islander students earning a degree after four years from 5% to 9% by
Fall 2020.
f. White students earning a degree after four years from 8% to 9% by Fall 2020.
g. All students of age 20 and older…
h. Students with disabilities who earn a degree after four years from 2% to 5% by Fall 2020.
i. Foster youth who earn a degree after four years from 2% to 6% by Fall 2020.
ACTIVITY (Please include the target date in chronological order and identify the responsible person/group for
each activity)
TARGET
DATE
Spring 2015
ACTIVITY
Collect data on Foster Youth degree completion,
tutor students in small groups, and provide Chaffey
grant and counseling services
support of learning communities, pathways,
counselor and instructional assistants, professional
PERSON/GROUP
RESPONSIBLE
Foster Youth
Administrator on
assignment, Counselor
and Tutor
District: Chabot-Las Positas Community College District
Spring 2015
development and inquiry, direct student aid and
program expansion.
Recruit students into an expanded expression of the
Daraja Project and collaborate with
Puente/Mecha/API/MESA/Passion, Law &
Democracy, Athletics and Pathways to Law School
to encourage intercultural identity building,
alliances and pathways
College: Chabot College
Daraja Coordinator
and staff
Spring 2015
Provide peer to peer support for learning assistance
for Striving Black Brothers Coalition students,
workshops and leadership activities
SBBC Coordinator
Spring 2015
Enhance STEM Center resources in surveying
campus climate, professional development,
outreach and staff to serve target population in
support for degree completion in STEM majors
Dean of Science and
Math, STEM Faculty
Spring 2015
Expand Daraja Project participation and support for Daraja Counselors and
2nd year students including tutoring, direct student
Instructors
aid and success workshops/leadership training and
scaling up peer to peer mentoring
 Spring
2015 –
Hire Student Equity Coordinator to monitor
progress of first and second year target populations
and facilitate 2nd and 3rd year counseling, financial
aid and enrollment processes
Spring/Summer Organize and increase learning community and
2015
pathway opportunities for 2nd year students in
target populations
Implement a degree audit system so that the
accurate number of degrees earned is being
captured.
College Central Network to create portfolios of
work, build and store resumes, podcasts
VPSS and FYE
Coordinator
VPSS and FYE
Coordinator, Learning
Communities
Faculty/Staff
A&R
Academic Services
IT
EXPECTED OUTCOMES D.1
1. Foster Youth data will be collected to determine degree completion needs, and tutoring
and counseling will be provided to identified students
2. Double the number of students participating in the Daraja Project from 70 to 140 first
year; and 30 to 60 second year
3. Increase SBBC degree completion by 2% over first year baseline data
4. Increase in students of color using STEM Center instructional support resources;
increased understanding of issues facing STEM curriculum and climate for underPage 20 of 25
District: Chabot-Las Positas Community College District
College: Chabot College
represented student populations in STEM programs; increased persistence of STEM
students in target populations by 1%/year
5. Increase in Daraja student degree completion by 2% after year of implementing expanded
supports and services
6. Increase in persistence toward completion of certificates and associate degrees by
students in target populations
7. Increase degree completion of students in target populations by 2%
GOAL D.2. Increase the percentage of certificate-seeking students who earn a certificate after
four years in the following target populations:
a. African-American students earning a certificate after four years from 2% to 7% by Fall
2020.
b. American Indian or Alaskan Native students earning a certificate after four years from
0% to 7% by Fall 2020.
c. Filipino students earning a certificate after four years from 2% to 7% by Fall 2020.
d. Hispanic or Latino students earning a certificate after four years from 1% to 7% by Fall
2020.
e. Hawaiian or Pacific Islander students earning a certificate after four years from 2% to 7%
by Fall 2020.
f. White students earning a certificate from 2% to 7% by Fall 2020.
g. Foster youth earning a certificate after four years from 1% to 2% by Fall 2020.
TARGET
DATE
Spring 2015
Spring 2015
ACTIVITY
Collect data on Foster Youth degree completion,
tutor students in small groups, and provide Chaffey
grant and counseling services
support of learning communities, pathways,
counselor and instructional assistants, professional
development and inquiry, direct student aid and
program expansion.
Recruit students into an expanded expression of the
Daraja Project and collaborate with
Puente/Mecha/API/MESA/Passion, Law &
Democracy, Athletics and Pathways to Law School
to encourage intercultural identity building,
alliances and pathways
PERSON/GROUP
RESPONSIBLE
Foster Youth
Administrator on
assignment, Counselor
and Tutor
Daraja Coordinator
and staff
Spring 2015
Provide peer to peer support for learning assistance
for Striving Black Brothers Coalition students,
workshops and leadership activities
SBBC Coordinator
Spring 2015
Enhance STEM Center resources in surveying
campus climate, professional development,
outreach and staff to serve target population in
support for degree completion in STEM majors
Dean of Science and
Math, STEM Faculty
Page 21 of 25
District: Chabot-Las Positas Community College District
College: Chabot College
Spring 2015
Expand Daraja Project participation and support for Daraja Counselors and
2nd year students including tutoring, direct student
Instructors
aid and success workshops/leadership training and
scaling up peer to peer mentoring
Spring 2015
Hire Student Equity Coordinator to monitor
progress of first and second year target populations
and facilitate 2nd and 3rd year counseling, financial
aid and enrollment processes
Spring/Summer Organize and increase learning community and
2015
pathway opportunities for 2nd year students in
target populations
Services targeting certificate-seekers
Career and Transfer Center
Applied Math and English for technical fields –
perhaps collaborate with adult school partners
College Central Network to create portfolios of
work, build and store resumes, podcasts
Collaboration with CTE Faculty on tours of CTE
labs and career awareness/exploration activities
VPSS and FYE
Coordinator
VPSS and FYE
Coordinator, Learning
Communities
Faculty/Staff
CTE Faculty
Dean of Applied Tech
& Business
Transfer Counselor
CTE Faculty
Adult School Partners
Math and English
Teachers
CTE Faculty
Dean of Applied Tech
& Business
EXPECTED OUTCOMES D.2
1. Foster Youth data will be collected to determine degree completion needs, and tutoring
and counseling will be provided to identified students
2. Double the number of students participating in the Daraja Project from 70 to 140 first
year; and 30 to 60 second year
3. Increase SBBC degree completion by 2% over first year baseline data
4. Increase in students of color using STEM Center instructional support resources;
increased understanding of issues facing STEM curriculum and climate for underrepresented student populations in STEM programs; increased persistence of STEM
students in target populations by 1%/year
5. Increase in Daraja student degree completion by 2% after year of implementing expanded
supports and services
6. Increase in persistence toward completion of certificates and associate degrees by
students in target populations
7. Increase degree completion of students in target populations by 2%
Page 22 of 25
District: Chabot-Las Positas Community College District
College: Chabot College
GOALS AND ACTIVITIES
E.
STUDENT SUCCESS INDICATOR FOR TRANSFER
“Ratio of the number of students by population group who complete a minimum of 12
units and have attempted a transfer level course in mathematics or English to the number
of students in that group who actually transfer after one or more (up to six) years”
JUSTIFICATION BASED ON RESEARCH AND EVIDENCE: According to campus-based
research, a large percentage of students in the target populations are not transfer-directed [in at
least six years]. - financial aid implications
•
These populations include: African-American, American Indian or Alaskan Native,
Filipino, Hispanic or Latino, Hawaiian or Pacific Islander, White, students age 40 to 49,
and students with disabilities.
GOAL E.1. Increase the percentage of students who become transfer-directed in at least six
years in these target populations:
a. African-American students who become transfer-directed in at least six years from 30%
in 2015 to 48% in Fall 2020.
b. Filipino students who become transfer-directed in at least six years from 38% in 2015 to
48% in Fall 2020.
c. Hispanic or Latino students who become transfer-directed in at least six years from 30%
in 2015 to 48% in Fall 2020.
d. Hawaiian or Pacific-Islander students who become transfer-directed in at least six years
from 20% in 2015 to 48% in Fall 2020.
e. White students who become transfer-directed in at least six years from 38% in 2015 to
48% in Fall 2020.
f. Students age 40 to 49 who become transfer-directed in at least six years from 20% in
2015 to 34% in Fall 2020.
g. Students with disabilities who become transfer-directed in at least six years from 27% in
2015 to 33% in Fall 2020.
ACTIVITY E.1(Please include the target date in chronological order and identify the responsible person/group
for each activity)
TARGET
DATE
Spring 2015
ACTIVITY
Pilot Statistics teaching assistant position to
translate statistics language for increase academic
literacy in transfer math level using formative
assessments and coaching strategies/workshops for
target populations
Page 23 of 25
PERSON/GROUP
RESPONSIBLE
Math Faculty (Cindy
Stubblebine)
District: Chabot-Las Positas Community College District
College: Chabot College
Spring 2015
D.2.a. Provide peer to peer support for learning
assistance for Striving Black Brothers Coalition
students, workshops and leadership activities
SBBC Coordinator
Spring 2015
Hire Student Equity Coordinator to monitor
progress of first and second year target populations
and facilitate 2nd and 3rd year counseling, financial
aid and enrollment processes
VPSS and FYE
Coordinator
Expand Daraja Project participation and support for
2nd year students including tutoring, direct student
aid and success workshops/leadership training and
scaling up peer to peer mentoring
Daraja Counselors and
Instructors; Dean of
Special Programs
Expand Puente Project support for Phase III Puente
students including increased counseling, data
analysis and student follow-up activities
Puente Counselors and
Instructors; Dean of
Special Programs
Spring 2015
Provide peer to peer support for learning assistance
for Striving Black Brothers Coalition students,
workshops and leadership activities
SBBC Coordinator
Spring 2015
Enhance STEM Center resources in surveying
campus climate, professional development,
outreach and staff to serve target population in
support for degree completion in STEM majors
Dean of Science and
Math, STEM Faculty
Spring/Summer Organize and increase learning community and
2015
pathway opportunities for 2nd year students in
target populations
Increase the number of AA-T and AS-T degrees
Familiarize students and faculty with the Career
Transfer Center services – assistance from college
reps, help with personal statements, etc. targeted to
student populations, TAG workshops –
collaboration between the center and programs
Expand tours to 4-year institutions
Expand scholarship application assistance
College Central Network to create portfolios of
work, build and store resumes, podcasts
Page 24 of 25
VPSS and FYE
Coordinator, Learning
Communities
Faculty/Staff
District: Chabot-Las Positas Community College District
College: Chabot College
EXPECTED OUTCOME E.1
1. Statistics teaching strategies will be enhanced by linking new data sets to key concepts in
curriculum for target populations
2. Increase in persistence toward completion of certificates and associate degrees by
students in target populations
3. Increase in Daraja student persistence toward transfer by 2% after year of implementing
expanded supports and services
4. Increase the number of Latino Puente students who transfer by 3% each year
5. Increase SBBC transfer readiness by 2% over first year baseline data after a year of
enhanced programs/services
6. Increase in students of color using STEM Center instructional support resources;
increased understanding of issues facing STEM curriculum and climate for underrepresented student populations in STEM programs; increased persistence of STEM
students in target populations by 1%/year
Page 25 of 25