Student Equity Plan Feedback Worksheet
College Name:
Cabrillo College
Team ID #
8
Reader ID # 2
Executive Summary
1. Was an executive summary provided?
Yes
Y
No
2. Did the Executive Summary cover these required topics?
Target Groups
Yes
Y
No
Goals
Yes
Y
No
Activities
Yes
No
N
Resources
Yes
No
N
Contact/Coordinator Yes
No
N
3. Was the planning process collaborative and were all of the necessary stakeholders included?
Reader A: Though missing request topics, specifically a summary of activities and resources, the
executive summary is descriptive and provides a solid framework for the following comprehensive
sections on goals, activities and outcomes. Calls out collaborative, integrated work even though
specific coordination with other programs is not delineated. Details are given on coordination with
efforts of S3P.
4. What was done well in the executive summary? What should be improved in the future?
A clarifying statement on the college’s first year prioritization of two (Basic Skills sequence
completion and overall college course completion rate) of the five success indicators framed the
plan and added a focus the information presented. Along the same lines, the statement on the
college’s broader vision for student equity and a planned institution-wide approach to addressing
disproportionate outcome among differ student populations.
Strong overview of shared governance committees and overall planning process
Campus-Based Research
5. Were all of the required target populations addressed in the research?
Males
Females
Am. Indians or Alaskan natives
Asian
Black or African American
Hispanic or Latino
Native Hawaiian or Pacific
Islander
Whites
Some other race
More than one race
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Y
Y
Y
Y
Y
Y
Y
No
No
No
No
No
No
No
Yes
Yes
Yes
Y
Y
Y
No
No
No
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Current or former foster youth
Students with disabilities
Low income students
Veterans
Yes
Yes
Yes
Yes
Y
Y
Y
Y
No
No
No
No
6. Did the college address any other optional populations? If so, which ones? (Age groups, LGBT,etc.)
Age, CalWORKS, ASC, EOPS (Special Populations), Prepared and Unprepared, CTE
7. A disproportionate impact study compares the performance of each
target population to that of a reference group, and provides clear, datadriven conclusions about affected populations. Did the college conduct a
disproportionate impact study for each indicator?
Yes
Yes
No
8. Which target populations showed a disproportionate impact, and/or were indicated as experiencing an
achievement gap and/or needing extra help?
Indicators
Populations
Access
Age 35 to 50+ years, Veterans
Course Completion
Age 18 to 29 years, African American, EOPS, Foster Youth
ESL and Basic Skills Completion Age 25 to 40+, Filipino, Asian, Latino, Foster Youth, African Am.
Degree & Cert Completion
Age 20 to 40+,African American, Native American, Latino
Transfer
American Indian, Filipino, Latino, Ages 20 to 29 and 35-50+
9. What problems did the college describe in conducting the research, if any?
A statement that many subgroup categories are self-reported while others are subject to
underreporting because students must self-identify (foster youth, for example.)
10. What was done well in the Research section? What should be improved in the future?
For future work, please provide a brief summary statement on the identified DI populations
revealed in your college data; this will frame the data tables and guide the readers/audience.
Goals and Activities
Access
11. Did the college set goals and plan activities to improve access?
Yes
Y
No
12. Do the goals and activities for access address the target populations identified in the research?
Language confusion over the use of target populations under the access goals and activities vs. the
DI populations identified in college research. Evidence of DI populations and target populations is
unclear.
Goal A.1 is confusing when linked to access. Consider rephrasing the goal as action to lessen barrier
to access created by the current assessment process. The readers believe the goal and activity are
reasonable vehicles for improved access.
13. Are the goals and activities appropriate, achievable and have a reasonable chance of improving access
for targeted groups?
Yes. The services are integrated and align with specific success indicator.
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14. What was done well in the plan to improve access? What should be improved in the future?
Overall, this portion of the plan is well done and consistent in format, all factors that assist the
audience in understanding the comprehensive scope of the college’s equity plan. Strong narrative
that moves form a brief, clear goal statement to select activities and conclude with a capstone
expected outcome for the initial goal.
Additionally, each activity included the required target date and responsible person/program. The
written plan aligned with the guide provided by CCCCO.
The inclusion of brief year 2 and year 3 activities provide a view for possible next steps and
expanded activities; demonstrates a strategic planning component.
Course Completion (Retention)
15. Did the college set goals & plan activities to improve course completion?
Yes
Y
No
16. Do the goals and activities for course completion address the target populations identified in their
research?
Align stated target population under this goal with DI evidence.
17. Are the goals and activities appropriate, achievable and have a reasonable chance of improving course
completion for targeted groups?
Yes.
18. What was done well in the plan to improve course completion? What should be improved in the future?
Clear activity descriptions support boundaries for allowable vs non-allowable expenses.
19. Did the college set goals and plan activities to improve ESL and basic
skills completion?
Yes
Y
No
20. Do the goals and activities for ESL and basic skills completion address the target populations identified in
the research?
Align stated target population under this goal with DI evidence.
21. Are the goals and activities appropriate, achievable and have a reasonable chance of improving ESL and
basic skills completion for targeted groups?
Yes. I was confused by the formatting change in the placement of the expected outcome. I prefer
the communication afforded when the expected outcome immediately follows the Goal, Activities
and then Outcome in numerical order.
22. What was done well in the plan to improve ESL and basic skills completion? What should be improved in
the future?
See previous statements.
Degree and Certificate Completion
23. Did the college set goals and plan activities to improve degree and
certificate completion?
Yes
Y
No
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24. Do the goals and activities for degrees and certificate completion address the target populations
identified in the research as experiencing a disproportionate impact?
Verify statement on target population and DI populations.
25. Are the goals and activities appropriate, achievable and have a reasonable chance of improving degrees
and certificate completion for targeted groups?
Yes. Comments on previous success indicators also apply to the goals and activities to improve
degree and certificate completion.
26. What was done well in the plan to improve degrees and certificate completion? What should be
improved in the future?
The detail of the described activities.
Transfer
27. Did the college set goals and plan activities to transfer?
Yes Y
No
Included an additional Goal/Activities section specific to SSSP
28. Do the goals and activities for transfer address the target populations identified in the research as
experiencing a disproportionate impact?
Yes. With the same request for align as stated in previous comments.
29. What was done well in the plan to improve transfer? What should be improved in the future?
The description of an equity counselor linked to transfer support.
I was unclear about the inclusion of item F: Student Success and Support Programs. This additional
area might be better served in the supplemental docs area of the Student Equity Plan.
Budget
30. Does the budget section contain a list of funding sources for activities
outlined in the plan?
Yes
31. Did the college provide any detail on how they plan to spend their
student equity funds?
Yes
No
Yes
No
No
32. What was done well in the budget section? What should be improved in the future?
The minimum expectation to provide a list of current fund sources (district general fund because an
institution-wide response to student equity is appropriate) was not provided; however, the budget
section did outline a general plan for expending SE monies, as well as listing specific grant and
donation funding sources.
Coordination with Other Programs
33. Does the plan show evidence of coordination with the Student Success
and Support Program (SSSP)?
Yes
Y
No
34. Does the plan show evidence of coordination with any other programs? If yes, which ones?
MESA is specifically noted.
35. What was done well to coordinate with other programs or initiatives? What should be improved in the
future?
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The activities indicate a high level of integration with instructional departments and the inclusion of
faculty, staff and students.
Evaluation Schedule and Process
36. Did the college describe the evaluation process and provide an
evaluation schedule?
Yes
Y
No
37. The instructions in the student equity plan template state that the evaluation should link the goals,
activities and budget sections? Was this link evident?
The linkage is outlined in the key components of the evaluation model, a model that includes
longitudinal metric review, focused evaluations, budget monitoring, participation monitoring, and
summative reporting.
38. What was done well in the plan to evaluate student equity implementation at the college? What should
be improved in the future?
The evaluation process recognized the connected actions and similar desired outcomes common
among the plan and basic skills, 3SP and institutional strategic planning.
A list of contributing faculty and staff was welcomed information, as was attachment B (Student
Equity and Student Success Program definitions) provided in the attachments section.
Other Comments?
This is a strong model for writing the goals and activities section of a SE plan.
This plan was one of the best I have read and should be used as a model for other
colleges! (Please mark with an x if you agree with this statement.)
Yes
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