EQUITY LEADERSHIP
SUMMIT
Spring 2016
Professional Development
January 13, 2016
1
Opening & Introductions
•Opening Michael Poindexter, Mary Turner,
Debra Luff
• Student Equity & Success
• Student Success & Support Program Plan
• Student Equity Plan
• PRIE, Achievement Data
• http://www.scc.losrios.edu/facultystaff/sssp-updates/
•Introductions
•SEqC Tri-Chairs (Donnetta Webb, Mary-Sue
Allred, & Shawn Ledet); Coordinators (Gerri
Scott, Holly Piscopo, Norman Lorenz, & Riad
Bahhur)
2
Student Equity Themes
• Clarity – pathways, processes, communication
• Connectivity – with students and between divisions, programs and
services
• Community – caring, tracking progress, intervention, mutual support,
collaboration, sharing resources
• Culture – cultural awareness and relevancy to responsiveness in
instruction, service delivery, and our interactions
• Completion – continuous improvement and achievement of successful
student outcomes
3
Overview of Equity
•Denise Noldon, FACILITATOR
4
What do we know?
• Introduction of the SCC Equity Plan and its current
Data sources
• Katherine Zoloty, Student Equity Researcher, PRIE
• Equity Plan Priorities:
• Access
• Course Completion
• Basic Skills Sequence
• Degree/Certificate Completion
• Transfer
5
What are we doing?
•Overview & Projected Outcomes of SCC’s
Equity Plan
•Department Presentation of Activities in the
Plan (3 min)
•Q & A
6
The Village Community, Gerri Scott
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RISE
DSPS
EOPS
UMOJA-SBA
PUENTE PROJECT
CALWORKS
DSPS
MESA
ESTEEM (Basic Skills)
• ENGLISH WRITING
• ENGLISH READING
• MATH
• ESL
• Formalize the integration of key student services programs by dedicating
staff under the umbrella of the Village to review and coalesce where
important to serve targeted population.
• Create a centralized environment that provide students, as identified in
the SCC Student Equity Plan, with a sense of belonging, community,
engagement, connection, guidance, and emotional and academic
support.
• Formalize an intercampus referral network to identify and universal
application to process the targeted student population to be served by
the Village programs.
• Integrate, collaborate and coordinate existing programs and services to
assist students more effectively and efficiently by:
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1) creating multiple points of entry with consistent processing and
continuity of service provision that will offer a scaffolding service delivery
model designed to prevent students from falling through the cracks. The
universal processing conducted by the Village community will connect
targeted students to one or more program(s) within the Village
Community;
• 2) maximize and share resources in order to reduce duplicative efforts
and extend optimal and expansive resources to Village Students; and
• 3) reduce fragmentation and programmatic silo.
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The Village Community, Gerri Scott
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RISE
DSPS
EOPS
UMOJA-SBA
PUENTE PROJECT
CALWORKS
DSPS
MESA
ESTEEM (Basic Skills)
• ENGLISH WRITING
• ENGLISH READING
• MATH
• ESL
• Identify and track student population from existing programs –
Puente; Umoja; RISE; EOPS; DSPS; CalWORKS; MESA; Basic Skills
Writing, Reading, Math and ESL; ESTEEM.
• Establish an universal application
• Assess students in existing programs and determine program
eligibility within campus network of programs and services.
• Conduct student interviews - assess student strengths and
challenges; identify barriers, issues and obstacles to success.
• Engage in “directive” counseling and interventions
• Develop service planning and resource identification
• Link students to needed resources (on campus and off)
• Utilize SSSP, SPAs and Peer Navigators/mentors to Monitor and
Follow-up
• Collective of Practitioners:
• Work with staff from existing programs including Basic Skills classes
and ESTEEM program to provide students with above and beyond
orientation, assessment, advisement, educational planning and
follow-up services; tutoring; success and personal development
workshops; with an emphasis on success strategies, goal
identification, relationship building and personal support.
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The Village Community, Gerri Scott
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RISE
DSPS
EOPS
UMOJA-SBA
PUENTE PROJECT
CALWORKS
DSPS
MESA
ESTEEM (Basic Skills)
• ENGLISH WRITING
• ENGLISH READING
• MATH
• ESL
Projected Outcomes
• Successful Course Completion
• The Universal Application will be the
basis to identify the data elements to
track and collect quantitative data
related to student engagement,
persistence and course completion.
Students will be tracked regarding
units of enrollment, successful course
completion, persistence, GPA, resource
utilization, educational planning and
compliance and student contacts.
9
Puente, Sandra Guzman
•The mission of the Puente Project is to
increase the number of educationally
disadvantaged students who enroll in fouryear colleges and universities, earn college
degrees, and return to the community as
leaders and mentors to future generations.
10
Puente, Sandra Guzman
•Program Components, Goals & Projected
Outcomes
• Counseling
• English Writing
• Mentoring
11
EOPS & FFOREST, Irma Rodriguez
• Fostering Futures Outreach and Retention for Educational Success and
Transfer (FFOREST) – Project
• The FFOREST project will focus on recruiting, engaging, retaining and assisting foster youth
(FY) (under the age of 25) with the successful completion of their educational goals.
• Staffing: One full time counselor and a full time outreach specialist that would dedicated to
working holistically with the FY.
• Supports and Resources: FY will receive individualized counseling, case management,
educational monitoring, multiple monthly touchpoints/contacts, textbooks, transportation
cards, school supplies, and a food stipend and other resources to address educational basic
needs.
• FFOREST Staff will develop and nurture better communication and referral processes with
the Sacramento and Yolo County Office of Education, Sacramento and Yolo County Child
Welfare, Sacramento and Yolo County Juvenile Probation, Independent Living Programs, local
feeder group home programs, court and community schools, and other county and K-12
school entities that serve foster youth in order to develop strong working relationships and
transitional age services to move the FY from the K12 system to the community college
system creating a clear pipeline for community college enrollment.
• Goal is to provide “Pre-EOPS” intervention and support to assist FY with transitioning into
formal EOPS enrollment.
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EOPS & FFOREST, Irma Rodriguez
• Fostering Futures Outreach and Retention for Educational Success and
Transfer (FFOREST) – Projected Outcomes
FFOREST Staff will track data on a semester basis FY:
• Enrollment
• Persistence
• Basic Skills Completion
• Progress towards reaching educational goal/iSEP Compliance
Baselines will be determined in the areas in order to determine progress:
• Increase FY Enrollment by 25% first year
• Increase FY Successful Course Completion by 50% first year
• Increase FY Basic Skills Completion by 50% first year
• Increase FY Degree and Certificate Completion by 10%
13
GAP, through CalWorks, Ramona Cobian
•As a Student Services program,
CalWorks provides a supportive and
dynamic campus environment
program that preserves and
enhances the diversity and equity of
students.
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GAP, through CalWorks, Ramona Cobian
•Projected Outcomes:
•In collaboration with the entire college
community, identification and removal of
institutional barriers to student access and
success, helps and aids in closing the access
and achievement GAPS for those who have
been historically underrepresented and
underserved by higher education.
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Sacramento Pathways & Jr. RISE
•Paula Hanzel , Coordinator
• Articulation and linkage between:
• Sacramento City Unified School District
• Sacramento City College
• California State University, Sacramento
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Sacramento Pathways & Jr. RISE
•Projected Outcomes
• The English Department has instructors doing
assessments at three high schools.
• Law School Pathway
• RISE pathways available at local high schools
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Umoja, Tony Davis & Gerri Scott
•The Umoja-SBA learning community is
committed to the academic success, personal
growth, and development of students of
African Ancestry as well as other students of
diverse ancestries with the emphasis on firstyear college students.
•Umoja is a Kiswahili word meaning “Unity” and
SBA(pronounced ‘say-bah’) is a Kemetic term
meaning “teaching, wisdom, and study.”
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Umoja, Tony Davis & Gerri Scott
•Projected Outcomes
• Student Counseling
• Community Building
• Cohort model
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ESL
• Duane Leonard, Coordinator
• The English as a Second Language Department offers
language classes at six levels, from beginning to advanced
(graduation competency). We serve multilingual students,
non-native speakers, long-term residents and international
students who need instruction in the English language.
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ESL
• Projected Outcomes
• With support, advancement through the coursework in order
to complete the GE pattern for English
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Basic Skills English Equity Plan
Carrie Marks, Lead
• Expand Developmental Writing Assistance Program (DWAP)
in our English Writing 51 courses
• Work with PRIE to analyze effectiveness of our accelerated
basic skills writing sequence (started in Fall 2012)
• Launch pilot program using co-requisite model of acceleration
with Umoja students
• Offer in-class writing exam practice and preparation
workshops for basic skills students in danger of failing the
course
• Expanded writing center assistance so that basic skills courses
can require student visits
• Sacramento Pathways to Success
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Basic Skills English Equity Goals & Projected
Outcomes
Target
Population(s)
Current gap,
year
Goal*
Goal Year
Black/African- -13, 2014
American
-8
2020
Hawaiian/Pacif -9, 2014
ic Islander
-4
2020
Students with -7, 2014
Disabilities
-2
2020
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Activities Serving equity needs of students of
Mathematics
Dr. Deborah Bryant, Lead
• Basic Skills Course Completion
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Textbook Lending Program: expand 27 through 104
Evening online tutoring: + 3 hrs/7 days a week, expand 27 through 124
Second Chance “boot camp:” expand 27 – 124
Summer Success Academy: Math 14
MathCraft Experience: intervention + preparation
Math Support Class: augment + preparation
• Degree/Certificate Completion
• Fast-Track Math Course: develop + pilot
• Multiple Measure Criteria for Placement: HS GPA + Pathways SCUSD
special program
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Activities and Outcomes of students of
Mathematics
• Transfer
• Textbook Lending Program: Math 400
• Second Chance “boot camp:” expand Stat 300
• Course Completion
• Mathematics Faculty Community of Practice of Culturally Responsive
Instruction: recommend PD relevant to CRI; evaluate current practices;
create structure for proposing research studies, sharing results, and
follow-up studies
Outcomes
evaluate all data to determine the continuation of promising and
effective programs for students
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Allied Health Learning Community
SCC College students to Allied Health
Professionals: At present 30 students
have graduated with AS degrees, 7
students in Allied Health programs at
present. Two students will graduate this
spring one with AS in RN, one with BSN!
Many more students still in SCC pipeline!! 26
Professional Development
• Dr. Norman Lorenz, Coordinator
• Professional Development for faculty, staff, and
administration
• Focus
• Provisions of Professional Development opportunities can
help to increase effective instructional practices
• Outcomes
Design, develop, and coordinate professional development
programs for increased student success and completion
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Teachers 4 Equity (T4E)
Goal:
Provide an incubator for faculty
to focus on how teaching
practices can be used to
support student equity and
social justice
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Faculty members will:
• Attend equity-focused professional development workshops and
Teachers 4 Equity meetings
• Engage in deep reading on critical pedagogy, decolonizing the
curriculum, and culturally responsive praxis
• Develop a shared repertoire of resources: experiences, stories,
tools, and ways of addressing equity in the classroom
• Develop and implement innovative classroom practices
• Become a voice for equity-focused innovation on campus by
inserting equity dialogue into regular campus business
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Faculty Mentorship
• Dr. Mary Turner, Instruction Office
• Mentorship in the classroom for New faculty
• Focus
• Mentoring, observation, and guidance for increased
effective instructional practices
• Outcomes
Highly qualified instructional skill set
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Cultural Co-Op
•FACILITATOR- Sandy Holman
•Table Top Exercises
•Colleague Conversations
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Next Steps
• Student Success & Support Program
• Student Equity
• Planning college vision
• What is your Equity Vision?
• What role can you play?
• What are some strategies we can implement
to achieve SCC’s vision for Student support
and Equity?
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Now that you know, what can you do?
• Next Steps, Report out, & Call to Action
• Facilitators- Gerri Scott, Holly Piscopo, Norman Lorenz, & Riad
Bahhur
• Jan. 22 Establishing Equity Core Team workshop
• Feb. “ECT” TBD follow up
• March 29, Dr. Veronica Neal meets with Coordinators, et.al.
• March 30, Dr. Veronica Neal, Equity Meeting on ECT institutional
assimilation
• Future goals, objectives, plans, and activities
• 16-17- Establish & Create Equity Plan Vision
• Development during Spring 16
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