Student Equity Plan Feedback Worksheet
College Name:
Shasta College
Team ID #
4
Reader ID # B
Executive Summary
1. Was an executive summary provided?
Yes
X
No
2. Did the Executive Summary cover these required topics?
Target Groups
Yes
X
No
Goals
Yes
X
No
Activities
Yes
X
No
Resources
Yes
X
No
Contact/Coordinator Yes
X
No
3. Was the planning process collaborative and were all of the necessary stakeholders included?
Reader A:
Reader B:Yes
Reader C:
4. What was done well in the executive summary? What should be improved in the future?
Reader A:
Reader B:The executive summary was brief but contained significant elements to prepare the
reader for what was to come in the plan.
Reader C:
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
Current or former foster youth
Students with disabilities
Low income students
Veterans
Yes
Yes
Yes
Yes
Yes
Yes
Yes
X
X
X
X
X
X
X
No
No
No
No
No
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
X
No
No
No
No
No
No
No
X
X
X
X
X
6. Did the college address any other optional populations? If so, which ones? (Age groups, LGBT,etc.)
Reader A:
1
Reader B:No
Reader C:
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
X
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
Foster Youth, Any disability age 18 to 64, and Veterans.
Course Completion
Male, Foster Youth, Veterans, American Indian or Alaskan Native,
Black or African American, Hispanic or Latino, Native Hawaiian or
Pacific Islander and Ages 18 to 24.
ESL and Basic Skills Completion Male, Foster Youth, Veterans, American Indian or Alaskan Native,
Black or African American, Hispanic or Latino, Native Hawaiian or
Pacific Islander, White, and all age groups.
Degree & Cert Completion
American Indian or Alaskan Native, Asian, Black or African
American, Hispanic or Latino, Native Hawaiian or Pacific Islander,
and ages under 20 and 20 to 24.
Transfer
American Indian or Alaskan Native, Asian, Black or African
American, Hispanic or Latino, Native Hawaiian or Pacific Islander,
and ages under 20 to 24 and 25 to 29.
9. What problems did the college describe in conducting the research, if any?
Reader A:
Reader B:None
Reader C:
10. What was done well in the Research section? What should be improved in the future?
Reader A:
Reader B: The college broke down the data to include academic probation, as well as basic skill in
English and math. This provides the college to be extremely targeted when working with their
disproportionate impacted students and identifying ways to make progress in this area.
Reader C:
Goals and Activities
Access
11. Did the college set goals and plan activities to improve access?
Yes
X
No
12. Do the goals and activities for access address the target populations identified in the research?
Reader A:
Reader B:Yes
Reader C:
13. Are the goals and activities appropriate, achievable and have a reasonable chance of improving access
for targeted groups?
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Reader A:
Reader B: Goals are achievable and reasonable
Reader C:
14. What was done well in the plan to improve access? What should be improved in the future?
Reader A:
Reader B:The goals are great but remain vague, they were not specific enough to each target
population that requires the additional support.
Reader C:
Course Completion (Retention)
15. Did the college set goals & plan activities to improve course completion?
Yes
X
No
16. Do the goals and activities for course completion address the target populations identified in their
research?
Reader A:
Reader B:Yes
Reader C:
17. Are the goals and activities appropriate, achievable and have a reasonable chance of improving course
completion for targeted groups?
Reader A:
Reader B:Yes the goals are appropriate and attainable
Reader C:
18. What was done well in the plan to improve course completion? What should be improved in the future?
Reader A:
Reader B: Well thought out plans and specific to the disproportionate impact and the goals were
measurable with a reasonable deadline.
Reader C:
19. Did the college set goals and plan activities to improve ESL and basic
skills completion?
Yes
X
No
20. Do the goals and activities for ESL and basic skills completion address the target populations identified in
the research?
Reader A:
Reader B:Yes
Reader C:
21. Are the goals and activities appropriate, achievable and have a reasonable chance of improving ESL and
basic skills completion for targeted groups?
Reader A:
Reader B:Yes these goals are attainable
Reader C:
22. What was done well in the plan to improve ESL and basic skills completion? What should be improved in
the future?
3
Reader A:
Reader B: These goals are from the college’s strategic plan and are not specific to the
disproportionate impact group.
Reader C:
Degree and Certificate Completion
23. Did the college set goals and plan activities to improve degree and
certificate completion?
Yes
X
No
24. Do the goals and activities for degrees and certificate completion address the target populations
identified in the research as experiencing a disproportionate impact?
Reader A:
Reader B:Yes
Reader C:
25. Are the goals and activities appropriate, achievable and have a reasonable chance of improving degrees
and certificate completion for targeted groups?
Reader A:
Reader B: No
Reader C:
26. What was done well in the plan to improve degrees and certificate completion? What should be
improved in the future?
Reader A:
Reader B: These goals were not specific enough to show improving strategies for a specific
disproportionate impacted group.
Reader C:
Transfer
27. Did the college set goals and plan activities to transfer?
Yes
X
No
28. Do the goals and activities for transfer address the target populations identified in the research as
experiencing a disproportionate impact?
Reader A:
Reader B: No
Reader C:
29. What was done well in the plan to improve transfer? What should be improved in the future?
Reader A:
Reader B:These goals were not specific enough to the identified groups that have been found to be
disproportionately impacted. These are college wide transfer goals, this plan should be focused on
target groups identified in the plan.
Reader C:
Budget
30. Does the budget section contain a list of funding sources for activities
outlined in the plan?
Yes
X
No
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31. Did the college provide any detail on how they plan to spend their
student equity funds?
Yes
X
No
32. What was done well in the budget section? What should be improved in the future?
Reader A:
Reader B: The budget is broken down, but no mention of how dollars will be targeted to support
specific disproportionately impacted cohorts of students.
Reader C:
Coordination with Other Programs
33. Does the plan show evidence of coordination with the Student Success
and Support Program (SSSP)?
Yes
X
No
34. Does the plan show evidence of coordination with any other programs? If yes, which ones?
The plan simply list partners but does clearly explain partnerships
35. What was done well to coordinate with other programs or initiatives? What should be improved in the
future?
Reader A:
Reader B: Provide a narrative that demonstrates collaboration amongst all partnering groups and
committees.
Reader C:
Evaluation Schedule and Process
36. Did the college describe the evaluation process and provide an
evaluation schedule?
Yes
No
X
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?
Reader A:
Reader B:
Reader C:
38. What was done well in the plan to evaluate student equity implementation at the college? What should
be improved in the future?
Reader A:
Reader B:
Reader C:
Other Comments?
Reader A:
Reader B: Your research was clear and easily identified targeted groups. While we found some
goals and objectives to be too broad for an SEP plan we appreciate the organization and thoughtful
outcomes of each goal.
Reader C:
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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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