MT. SAN ANTONIO COLLEGE STUDENT EQUITY PLAN
Table of Contents
Signature Page
Executive Summary
Target Groups
Goals
Activities
Resources
Contact Person/Student Equity Coordinator
Campus-Based Research
Overview
Indicator Definitions and Data
Access
Course Completion (Retention)
ESL and Basic Skills Completion
Degree and Certificate Completion
Goals and Activities
Access
Course Completion (Retention)
ESL and Basic Skills Completion
Degree and Certificate Completion
Transfer
Budget
Sources of Funding
Evaluation Schedule and Process
Attachments (Optional)
Mt. San Antonio
Student Equity Plan
Signature Page
District:
Date Approved by Board of Trustees:
College President:
Vice President of Student Services:
Vice President of Instruction:
Academic Senate President:
Student Equity Coordinator/Contact Person:
EXECUTIVE SUMMARY
An executive summary that includes, at a minimum, the students groups for whom goals have been set, the
goals, the initiatives that the community college or community college district will undertake to achieve
these goals, the resources that have been budgeted for that purpose, and the community college district
official to contact for further information. Commencing with 2016–17 academic year, the executive
summary shall also include a detailed accounting of how funding was expended and an assessment of the
progress made in achieving the identified goals.
Mt. San Antonio College engaged in a campus wide process to ensure that all faculty, staff,
students and administrators were involved in the development of the updated Student Equity
Plan. The Student Equity Committee hosted a campus wide Convening in March 2014. This was
the initial phase of the plan and an effort to gather all interested parties in providing input on
the five success indicators. In addition, a broad- based and granular review using a
collaborative inquiry model that allows for reviewing and refining perspectives and
understandings based on evidence both qualitative and quantitative. The Student Equity
Committee has oversight for the plan and it has gone through the governance process. Three
teams were developed to examine data from a project-level perspective. The teams focused on
1) Current Intervention Projects, aka Intervention Team, 2) Current Pathways Cohort Projects,
aka Pathways & Cohorts Team, and 3) Study of Current Issues and Future Directions, aka
Future Direction Team. The Intervention and Pathways & Cohort Teams addressed each of the
five Student Equity indicators including details related to activities, timelines and expected
outcomes from the various programs and divisions within Instruction and Student Services.
Future Directions Team evaluated the areas where students are having the most difficulty. This
team included literature review, research and employee and student’s perspectives.
Research and Institutional Effectiveness (RIE) provided comprehensive data ….
Goals have been set for the following groups.
African American males
Latino males
Foster Youth
Low income communities
Non-native English speaking communities
Veterans
EOPS
Aspire
Arise
CalWORKs
AB540
ACCESS
Goals:
Establish partnership with the foster youth community, resources and agencies to transition students
from local high school to the college utilizing specialized programs such as EOPS, Bridge, DSPS, ACES and
Aspire.
Foster Youth
Further research is required to determine the needs and effective outreach strategies for foster youth in
our district and to develop other delivery models, beyond the Summer Bridge Program, to engage
incoming high school students who are foster youth.
Ethnicity
Further research is needed to develop other delivery models, beyond the Summer Bridge Program, to
engage incoming high school students who are African American and Latino males and those who are atrisk with their basic skills.
White students, among all groups, are the only ethnic group at the college who are below equity at 0.69.
Further research is needed to determine if this student population is transitioning to other higher
education institutions.
Economically Disadvantaged
Early outreach and expanded recruitment strategies will be explored for district cities that have the
highest poverty rates, lowest education attainment and the highest concentration of African Americans
and Latinos. Early outreach, intervention and recruitment efforts should be focused in the cities of
Baldwin Park, Pomona and La Puente.
Disabled Students
While there is no disproportionate impact on students with disabilities, there is a concern to conduct
further research to improve the identification of undiagnosed and unidentified students with disabilities.
Course Completion
GOALS:
• Improve course completion for specific populations and specialized programs by conducting
research, focus groups, and analyzing trends and interventions.
• Improve course completion by ensuring faculty provide clear student expectations
• Increase course completion for target groups by providing early notification of student’s
progress and enhanced instructional support interventions.
• Expand and improve pathway programs with a focus on engagement and success, especially for
targeted student groups (Aspire, Arise, Bridge, Honors, TPI, ACES).”
• Increase awareness and support for African Americans, Latinos and females to be successful in
STEM courses and majors.
• Improve student access to textbooks and course materials specifically for target populations.
ESL & Basic Skills Completion
Goal:
Increase percentage and number of students who complete the ESL/Basic Skills sequence and
complete a degree applicable course. The ESL and Basic Skills Completion plan focuses on student
populations that experience disproportionate impact in ESL, Math, and English, and in transitioning
students from noncredit to credit/degree programs. To target services strategically, the plan includes
further research on several student populations. Additional information about foster youth, student
veterans, and undocumented students (AB 540) will be gathered. Potential “choke points” will also be
investigated for students who are not successfully progressing in credit and noncredit Basic Skills
courses.
Activities to address the known areas of disproportionate impact emphasize pathways, cohort, and
learning communities programs. In all cases, they include integrated or imbedded counseling and
support as part of the instructional program. These programs have had noted success in helping
students complete courses and course sequences successfully, and are well-established at Mt. SAC.
Some innovations and enhancements include additional services for foster youth, student veterans, and
AB 540 students, as well as professional development for faculty to effectively connect with and engage
the diverse populations of students at Mt. SAC.
Degree and Certificate Completion
Foster Youth and Veterans (goals needed)
More research is needed on degree and certificate completion for veterans and foster youth.
Age
Students between ages 20-29 are below equity (0.77-0.79) for degree completion.
Ethnicity
Latino males are below equity (0.77) African American students have fluctuated between slightly above
equity and slightly below equity (0.69-1.12)
Asian males dropped far below equity beginning with the 2006 group, with proportionality indices as low
as 0.54 and 0.40. Further research is needed to determine what the Asian males are doing instead of
completing degrees.
The most striking inequity in certificate achievement is seen in the African American females, who are
farther below equity than the African American males for certificate completion. Further research is need
to determine what the African American females are doing instead of completing certificates would shed
light on possible patterns of inequity. The Aspire program is focusing on assisting first generation college
students, particularly African Americans through the basic skills course sequence as a step toward degree
completion.
Disabled Students
Students with disabilities are much more likely to leave Mt. SAC with a certificate (their rates are above
equity) rather than a degree or to transfer.
CAMPUS-BASED RESEARCH
A. 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.
Research Findings/Needs/Concerns
Ethnicity
White students, among all groups, are the only ethnic group at the college who are below equity at 0.69. All other
ethnic groups are above equity at 1.00 or better. Further research is needed to determine if this student population is
transitioning to other institutions of higher education.
Recruitment efforts at high schools and communities of Baldwin Park, La Puente and Pomona indicate that Latino and
African American males ages 18-21 are underrepresented in applying to college.
African American students enrolled at Mt. SAC are underrepresented in the Summer Bridge Program.
Further research is needed to develop other delivery models, beyond the Summer Bridge Program, to engage incoming
high school students who are African American and Latino males and those who are at-risk with their basic skills.
Age – the percentage of population that is 18 years of age or over represents 70-79 percent across all district cities.
Gender - Females represent a slightly higher percentage than males across all district cities except for La Puente.
Participation rate is lowest for males and females in Baldwin Park.
Poverty, unemployment, educational attainment and financial aid recipients by district cities
The city of Pomona at 20 percent has the highest rate of poverty among all cities within the Mt. SAC District.
Baldwin Park is the next highest at 17.4 percent and it has the highest unemployment rate at 14 percent.
The highest percentage of BOGW and Pell recipients come from the cities of Pomona, La Puente, West Covina, Covina
and Baldwin Park.
The average unemployment rate in the district cities is 4.3 percent. The cities of Baldwin Park, La Puente and Pomona
all have higher than average rates of unemployment at 5.3-5.7 percent. Educational attainment of an Associate’s
Degree is lowest for the same cities.
Early outreach, intervention and recruitment efforts should be focused in the cities of Baldwin Park, Pomona and La
Puente.
Foster Youth
Studies shows that less than 5% of foster youth population makes it to college; of those who enter college, they enter
through the community college sector. Further research is required to determine the needs and effective outreach
strategies for foster youth in our district and to develop other delivery models, beyond the Summer Bridge Program, to
engage incoming high school students who are foster youth.
Disabled Population
Mt. SAC has 7.28% of its students identified as DSPS program eligible. Individuals with a disability across all district
cities represent 6.7%. The college is above equity in serving students with disabilities. However, there are several cities
with higher percentage of individuals with disabilities in comparison to the college’s overall identified disabled
students. In particular, the city of La Puente has the highest rate of disabled individuals 18-64 years old at 9.8 percent.
Pomona and Baldwin Park also have high percentage of disabled population in this age category; 26.7 and 29.8 percent
respectfully. Strategic recruitment and outreach efforts to high school students with disabilities from Hacienda La
Puente Unified, Baldwin Park and Pomona School Districts will need to be developed. Further research is needed to
improve the identification of undiagnosed and unidentified students with disabilities.
English as a Second Language
There is underrepresentation of ESL Latino/a students in comparison to ESL Asian student population.
Number of Students Taking the ESLCAP Test
(Two Demographic Groups)
2010-2011
2013-2014
Hispanic
758
67%
594
29%
Asian
380
33%
1463
71%
B. 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.
The course success rate for foster youth is near equity at 0.92, they represent only 4% of the
cohort.
Student veterans are at equity and have no disproportionate impact. They represent only 3% of
the cohort. However, when age is compared with the veteran status, the proportionality index
is slightly lower for those veterans who are over the age of 35.
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
compared to the number of those students who complete such a final course.
ESL and BASIC SKILLS COMPLETION
Goal: Increase percentage and number of students who complete the ESL/Basic Skills sequence and
complete a degree applicable course.
Research Findings/Needs/Concerns:
Findings/Needs 1:
Research reveals that some student populations are not at equity in terms of completing credit
ESL/Basic Skills courses and moving on to a degree applicable course:
• African American students, as well as students 40 years old and older, experience
disproportionate impact in Basic Skills improvement in English courses.
• African American students also experience disproportionate impact in progressing through Math
courses.
• Hispanic/Latino students progress from AMLA (Credit ESL) courses to college-level English at a
lower rate than other student populations.
Findings/Needs 2:
Data indicates that students in Career Development and College Preparation (CDCP) courses such as
noncredit ESL and ABE who do not have direct access to counseling and student support tend to
transition to credit at half the rate of those who have direct access to counseling support through
integrated instruction.
• Noncredit ESL adult learners who transitioned into credit straight from ESL’s advanced levels did
•
so at 4% to 7% rate; VESL Career Paths bridge students, on the other hand, receive integrated
instruction and counseling support and transitioned at an average of 15% (twice the rate of
statewide average per Scorecard)
Noncredit ABE had an 18% transition rate to credit which is 11% lower than two years ago. These
students don't have integrated counseling/instruction. The High School Referral program, which
does have integrated counseling/instruction, has a transition rate of 30%.
Findings/Research Needs 3:
Institutional Research will further investigate the following:
• Existing research regarding ESL/Basic Skills completion in designated populations including
Foster Youth students, student veterans, and AB540 students; additional ways to track those
populations; any areas of disproportionate impact.
Findings/Research Needs 4:
Institutional Research will investigate the following:
• The effect of ESL/Basic Skills completion, “stopping out” in the middle of those sequences, and
taking ESL/Basic Skills classes early (within 2 semesters of first registration).
• The effect of receiving a C grade on students’ progress through ESL/Basic Skills sequences.
• The effect of taking noncredit ESL/Basic Skills courses on student success in credit ESL/Basic
Skills/ESL completion and in a subsequent degree-applicable/transfer-level course.
C. 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.
D. 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.
Students with verified disabilities transfer at a disproportionately lower rate when compared to
non-disabled students.
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 serve”
Goal: Establish partnership with the foster youth community, resources and agencies to transition students from local high school to the college
utilizing specialized programs such as EOPS, Bridge, DSPS, ACES and Aspire
Activity/Strategy
A.1 Develop partnership with local high schools and Foster Youth
agencies to connect with foster youth prior to their transition
from high school.
Target Date
Fall 2014
implementation
A.2 Develop liaison with Independent Living Program officers in
order to have an official “hand-off” of the foster youth to the
college.
A.3 Work closely with the transitional specialists at Hacienda La
Puente Unified School District to identify disabled students and
establish effective recruitment strategies. Provide target
presentations and one on one confidential meeting to identified
students with disabilities.
Dec’14-March’15 in
class presentations,
April’15-May’15
targeted presentations
and one- on- one
confidential
appointment.
Responsible
Person/Groups
Foster Youth
Intervention
Program
Coordinator
High School
Outreach;
Counseling; DSPS
Expected Outcome
A.1.1 Local high schools and community agencies will refer
foster youth to the college.
A.2.1 The college will have a well-defined foster youth
program to receive transitioning foster youth from
Independent Living Program officers.
A.3.1. Establish data base to track the number of Foster
Youth attending Mt. SAC.
A.4.1 Enrollment in the Disabled Program (DSPS) of first
time freshman will increase for cities with highest disabled
population by 5% each subsequent year.
Goal: Improve outreach and recruitment to African American and Latino males from economically disadvantaged communities.
A.6 Develop culturally sensitive and relevant outreach approaches
to target non-college going Latino and African American males.
Work with Pomona Unified School District and Baldwin Park high
schools to identify Latino and African American males with no
college plans.
Aug’14-Sept’14
Develop outreach plan
Oct’14-Dec’14, Jan
15—June’15
implement the
specialized plan
High School
Outreach; Aspire
A.6.1 Latino and African American males enrollment from
Pomona and Baldwin Park will increase by 5% over the next
three (3) years.
A.7 Develop a comprehensive outreach and recruitment plan to
target African American students to apply and complete the
process for the Summer Bridge Program.
A.8 Research effective strategies to assist incoming students who
are at-risk and cannot participate in the Summer Bridge Program.
A.9 Targeted outreach using AB86 consortia partners (K-12 adult
schools) to help transition Latino/a students from K-12 adult
schools to Mt. SAC noncredit ESL
A.10 Provide resources for older adults – such as a re-entry center.
A.11 Conduct research to address the effect of registration on
priority access?
October 2014
Meet with HSO, Bridge
Staff to develop a
plan, review Summer
Bridge 2014 numbers
and discuss possible
strategies
2014-15 Develop and
implement plan to
support at risk
students not selected
for the Summer Bridge
Program.
2014-2015: Develop
outreach plan (AB 86)
2015-2016: Implement
outreach plan and
support services
2014-15 Implement
support services
2014-15 Conduct
research
Bridge Program
HSO
A.7.1 Increase the number of African American students
who participate in the Summer Bridge Program by 2 percent
over the next year.
Counseling
Department
A.8.1 Students will feel ready to begin college, register for
courses and persist through the fall semester.
ESL AB 86
Program leaders
and ESL
Counseling team
A.9.1 As tracked by outreach contacts and enrollment
counts, the number of Latino/a students transitioning from
K-12 adult schools will increase by 3% in 2015-16; 5% in
2016-17; and 8% in 2017-18.
Student Services
VP
RIE (Research
Institutional
Effectiveness)
A.10 Reentry students (ages ) will feel more connected to
the college and its resources.
Research will provide evaluative information to determine
the impact priority registration has on access.
B. STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION
“Ratio of the number of credit courses that students by population group actually compete 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.”
GOAL B. Improve course completion for specific populations and specialized programs by conducting research, focus groups, and analyzing trends
and interventions.
ACTIVITY
Target Date
Responsible Person/Groups
EXPECTED OUTCOME
B.1 Conduct ongoing, extensive
research and develop the means for
ongoing tracking and evaluation
B.1.a. to analyze trends in student
success to determine particular
interventions that are needed for
particular students (especially ethnicity,
income, age, disability).
B.1.b. to determine the impact of
specialized programs (e.g., Aspire,
Bridge, Arise) on the success of specific
profiles of students (ethnicity, income,
first generation status, gender, age,
disability, foster youth status and
English language fluency).
B.1.c. to analyze trends in services
utilization and conduct focus groups to
determine student needs related to
tutoring support, instructional and
support services to develop relative
interventions and support services.
B.1.d. to conduct a ‘leavers’ study to
determine why students do not
complete courses and drop courses and
drop out of college
NOTE: Focus on improving basic skills;
differences related to course type –
basic skills versus higher level courses.
2014-15: develop and initiate research
2015-16 and 2016-17: continue research,
sharing of results, supporting departments
to develop interventions and measure
effectiveness
Director, RIE
Research Evaluator assigned to Student
Equity
Vice President, Student Services
Dean and Associate Dean, Counseling
Instructional and Student Services faculty
and managers
B.1.1 Increased knowledge about
interventions, support services
and effective practices in
teaching/learning that lead to
improved course completion for
specific profiles of students
(ethnicity, income, first
generation status, gender, age,
disability, foster youth status,
English language fluency).
Goal: Improve course completion by ensuring faculty provide clear student expectations.
B.2 Utilize a college-wide approach to
2014-15: development of strategies
enhance students’ college success skills 2015-16: pilot and measure effectiveness
through embedded instructional
of strategies
practices, identify course “choke
2016-17: implementation
points,” especially in basic skills courses.
NOTATION: Tie to professional
development – analyze what might be
needed.
B.3 Institute faculty professional
development to strengthen their
abilities to recognize student issues,
enhance engagement and to intervene
and provide assistance to students.
2014-15: Initiate work between faculty
groups and professional development
2015-16: Begin introduction of professional
development activities
Academic Senate Appointed Task Force
Basic Skills Coordinating Committee
Counseling Department
Professional Development
B.2.1 Students’ understanding of
college expectations and their
use of specific strategies will
result in improved course
completion.
FPDC – Faculty Professional
Development Committee
Professional Development Director
Vice President, Instruction or
appointee(s)
Early Alert Task Force
B.3.1 Support for students will
be enhanced, thereby improving
their attendance and pass rates
and faculty will feel more
empowered to engage and assist
students.
Goal: Increase course completion for target groups by providing early notification of student’s progress and enhanced instructional support
interventions.
B.4 Academic progress monitoring will
be developed and implemented through
progress checks for special programs
students and through early alert
notifications utilizing personalized
automated systems.
B.5 Implement targeted interventions
and for specific student groups such as
supplemental instruction, instructional
support, library resources, workshops,
tutoring, counseling, and peer
mentoring to assist students in staying
connected and motivated to complete
courses.
2014-15: continued development of
automated early alert system; begin
automating progress checks
2015-16: pilot personalized notification
system for students
2016-17: fully implement personalized
notification system
2014-15: review and piloting of specific
interventions
2015-16: continued expansion of
implementation of interventions
Dean and Associate Dean, Counseling
Department Chair, Counseling
Academic Senate Early Alert Task Force
Information Technology staff
Director, Title V Grant
Dean, Continuing Education
B.4.1 Students will receive
timely assistance and referrals
and will be able to track their
progress thereby increasing
course completion.
Goddess, Learning Assistance Center
Dean, Library and Learning Resources
Department Chair, Counseling
Director, Title V Grant
“Intervention Team” (newly developed)
Dean, Continuing Education
B.5.1 Students’ course
completion will improve from
receiving specialized assistance
in the classroom and support
outside the classroom.
Goal: Expand and improve pathway programs with a focus on engagement and success, especially for targeted student groups (Aspire, Arise,
Bridge, Honors, TPI, ACES).
B.6 Expand, develop and coordinate
campus-based and community-based
resource referrals for the most at risk
students (foster youth, DSPS,
CalWORKs, EOPS, et al) to assist them in
facing critical needs that impact their
attendance and ability to complete
course assignments and prepare for
exams.
B.7 Develop and implement math
assessment preparation workshops and
math interventions such as Aleks.
B.8 Enhance ongoing interventions for
students on probation.
2014-15: conduct analysis of needs and
particular services and interventions and
begin piloting
2015-16: continue piloting and begin
implementation
2016-17: implementation
Vice President, Student Services or
designee(s)
Student Services managers, faculty, staff
B.6.1 Students with exceptional
needs will receive additional
internal and external referrals
and recommendations and
additional support services to
assist them in being able to stay
in school and to complete
courses successfully.
2014-15: continue piloting
2015-16: implement strategic interventions
2016-17: continued broad-scale
implementation
Department Chair, Math
Director, Assessment and Matriculation
Matriculation and Assessment
Committee
Director, Arise
2014-15: Review successful model
programs applicable to Mt. SAC and
develop interventions
2015-16: Pilot and track interventions
2016-17: Initiate more comprehensive
interventions
Dean and Associate Dean, Counseling
Department Chair, Counseling
Information Technology staff
Research Assistant
B.7.1 Students participating in
math preparation interventions
will be more prepared to
complete assessment testing and
will be more accurately placed
into math classes which will
improve their course completion
and success rates.
B.8.1 Decrease the number of
students on probation and
increase the numbers of
students successfully exiting
probation and continuing to
reach success.
Goal: Increase awareness and support for African Americans, Latinos and females to be successful in STEM courses and majors.
B.9 Create a STEM Center to provide
tutoring and support for students in
STEM majors, with particular emphasis
on African American, Latino and female
students.
2014-15: Identify space, identify
interventions, identify recruitment
strategies
2015-16: Pilot interventions, continue
development of STEM Center
2016-17: Continue piloting, open STEM
Center
Vice President, Instruction or designee(s)
Dean, Natural Sciences
Natural Sciences department chairs
Counseling department chair
“Tutoring Coordinators Strike Team”
B.9.1 More students will
successfully complete STEM
classes and declare STEM majors,
with a documented increase in
African American, Latino and
female success in STEM classes
and in selecting STEM majors.
Goal: Improve student access to textbooks and course materials specifically for target populations.
B.10 Increase efforts to assist students
with access to and acquisition of
textbooks and course materials in a
timely manner.
B.11 What is the effect of accessing
counselors early and completing
educational plans?
What is the effect of access technology
for special populations?
2014-15: Begin analyses and data
gathering; develop recommendations
2015-16: implement recommendations
presented
2016-17: continued implementation
Faculty Librarians
Director, Bookstore
Academic Senate Textbook Taskforce
Vice President, Instruction or designee(s)
B.10.1 Students’ improved
access to textbooks will enable
more students to complete
courses successfully.
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”
Goals: Encourage basic skills and ESL students to succeed in college level courses and from non-credit to credit.
Activities/Strategies
Target Dates
C. 1 Increase opportunities for partnerships and collaborations
between Student Services and Instruction which support
transition from Basic Skills to college-level courses and from
noncredit to credit.
Fall 2014Spring 2017
Responsible
Person/Groups
Tutoring Center
Coordinators/Directors
ESL/Basic Skills Faculty
Counselors
Noncredit/CDCP faculty &
counselors
C. 2 Streamline processes to make “pathways” initiatives more
transparent and smoother for students through such strategies
as improved priority registration to promote progress through
sequenced ESL/Basic Skills courses and into degree-applicable
courses.
2014-2017
C. 3 Provide professional development for ESL/Basic Skills
instructors to encourage connecting with students and
engaging them individually in class
C.4 Create learning communities combining Aspire students
with Arise & ACES students.
Fall 2014Spring 2017
POD
Basic Skills Faculty
Fall & Spring
semesters
Aspire, Arise & ACES
C. 5 Increase the number of Bridge learning communities
offered in the fall and the spring semesters by developing a
sequence of learning community models where students are
2015-16
Dean of Counseling
Faculty from Bridge
Program English, math,
Basic Skills Committee
Admissions & Records
Registration Team
Cohort/Pathways program
coordinators
Expected Outcome
C. 1. 1. Inventory of initiatives, partnerships, and
collaborations across campus that support Student
Services and Instructional integration on an annual
basis and include in documents such as PIE and Action
Plans.
C. 1. 2. Increase opportunities for cross-program
engagement and dialog to promote new partnerships
and pathways through professional development
workshops and educational summits.
C.2.1 Improve priority registration through guaranteed
space and reduced wait list counts for students in
cohort, Bridge, and pathways programs.
C. 2. 2. By Spring 2015, a majority of student
evaluations in cohort and pathways programs will be
positive regarding registration process, support
services, instruction, and self-confidence in completing
the course sequence
C. 3. 1. Faculty will report attending and learning
effective strategies from professional development on
student engagement for ESL and Basic Skills classes
C. 4. 1. Increase Basic Skills and first degree-applicable
course completion rates of African American students
over baseline data.
C. 5.1. Increase the number of students who complete
basic skills courses and one degree-applicable course
over baseline data of 2013-14.
Sample Plan—16
able to complete basic skills courses and transition to college
level with the Bridge Program.
LERN, & counseling
Stipends for Curriculum
Dev’t
Designated tutoring
Counseling faculty
C. 6 Provide individual counseling and advising to students in
the STEP into College program
C. 6.1. Increase the number of STEP students over
baseline data of 2013-14 who have completed
educational plans
C. 7. 1. Increase success and completion rates for
students who participate in Pathways by 10% each year
compared to students who take the same three
sequential courses outside of the Pathways to Transfer
Program.
C. 7 Pathways To Transfer: Provide students with an
opportunity to complete three math or English classes in three
terms (guaranteed enrollment in the subsequent classes with
success), along with a 1 unit support course to promote success
strategies and Supplemental Instruction/Tutors in the
Classroom.
C. 8 Continue offering summer “Boot Camp” sessions for
incoming student athletes to review test-taking skills and basic
math and writing concepts.
2014-15
BSCC
Summer
intersessionsongoing
WIN noncredit faculty,
coaches and counselors
supporting program,
C. 8. 1. Student athletes at the Basic Skills level who
attend Boot Camp sessions will be more successful in
their Basic Skills level classes and first degree applicable
class than student athletes who do not attend sessions.
C. 8. 2. 90 % of student athletes who attend Boot Camp
sessions will enroll in Math or English courses in the
subsequent Fall Semester.
C.9 First-generation ESL/VESL students who declare college
pathways as their ESL learning goal and who are transitioning to
credit will receive additional student services and support.
2014-15
ESL Counselors
VESL Coordinator
ESL Database Developer
C. 10 Enhance integration of instruction and student support
services with cohort groups to ensure that credit and noncredit
Basic Skills students have adequate support to progress
through ESL/Basic Skills sequence and toward degree applicable
courses.
Fall 2014Spring 2017
Tutoring Center
Coordinators/Directors
ESL/Basic Skills Faculty
Counselors
Noncredit/CDCP faculty &
counselors
C.9.1 Increase successful completion of next level ESL
(credit ESL/AMLA) for VESL Career Path students
transitioning from noncredit to credit.
C.9.2 Enhance ESL database tracking and report success
outcomes (grades) for noncredit ESL students who
transition into credit through use of ESL database for
students.
C. 10. 1. Collect and analyze disaggregated data by
counseling and student support service type to gauge
percentages of students moving through the course
sequences in English and Math and progressing to
college-level courses
C. 10. 2. Collect and analyze disaggregated data on
success rates in various cohort programs to ensure that
students are accessing cohorts equally and equally
benefiting from support provided.
Goal: Existing research regarding ESL/Basic Skills completion in designated populations including Foster Youth students, student veterans, and AB540 students; additional ways
to track those populations; any areas of disproportionate impact.
C. 11. Develop a comprehensive intervention and wraparound
services program for foster youth students to include
counseling (general & mental health), resource guide/map,
assistance with school materials and resources, child care
services, leadership development, soft skills development, selfefficacy, life skills, transportation, peer mentorship, and
personal empowerment.
C. 12 Create learning communities for student veterans,
targeting the most needed courses, and utilize “safe zone”
model for classroom environment which fosters sense of
belonging and understanding of unique needs of veterans.
C.13 What is the effect of Basic Skills success, stop out, and
taking classes early (including all grades and paying special
attention to C grades?)
Fall 2014
FY Intervention Program
Coordinator
C. 11. 1. Increased basic skills completion rate over
baseline data from 2013-14 for FY population
C.11.2. Decreased number of FY from baseline data of
2013-14 on SAP/academic probation and dismissal.
2014-15
( LC for
Math 51 &
FCS 41 for
Fall 2014 +
LC for Math
71 and Soc 1
for Spring
2015)
Financial Aid Supervisor,
Special Programs
C.12.1 Collect baseline data on success rates for
Veteran students taking ESL/Basic Skills courses.
POD
C. 12. 2. Attain success rate of 75% or more in all
classes in learning communities.
C.12.3 Faculty participation in professional
development for “safe zone” training and
understanding needs of veteran students
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”
oal: Improve the degree and certificate completion rates for first generation, basic skills and African American students by enrolling them in support
programs such as ACES and STEP and enhancing specialized support services to Foster Youth and Veterans.
Activities/Strategies
Target Date
Responsible
Expected Outcome
Person/Groups
D.1 Offer English and Math sequence to ACES
students- Math 51/71, English 68/1A, Math
110/Counseling 7 and Geography 1 courses with
In-Class Tutors to assist their academic progress.
D. 2 Create ACES cohorts in Banner to gather
persistence, transfer and graduation information.
D.3 Comprehensive support program for Foster
Youth/Former Foster Youth to succeed at Mt. SAC.
Academic cohorts (CTE’s/Honors); Soft-Links &
Pathways
MAP/GPS/Just-in-time faculty advising & teaching
tool kits/Career Assessments
Implemented
Spring 2014
Currently in
progress for Fall
2014
Implementation
Fall 2014
2014-2018
2014-2018
Implementation
Fall 2014
ACES Counselors
ACES Coordinator and
Counselors. IT staff
Foster Youth
Intervention Program
Coordinator
Title V Team/CTE
Faculty/All faculty
Web Developer/Title V
Counselor
Coordinator,
Counselors/Career
Student Services
Specialist, Veterans
and Financial Aid
Supervisor, Special
Programs
D.1.1 ACES students will remain on track for course completion with
academic and personal support. 34% of new ACES participants served each
year will transfer with an associate’s degree or certificate within 4 years of
being admitted into the program.
D.2.1 ACES cohorts will be tracked in Banner to obtain graduation /transfer
information. 75% of ACES participants will persist from one academic year to
the next or graduate and/or transfer from a 2 year to a 4 year institution
during the academic year.
D.3.1 Increased degree and certificate completion rates for Foster Youth
above the level achieved in 2013-14.
Reduce number of Foster Youth on SAP/academic probation and dismissal
from the base line in 2013-14.
Report from Foster Youth about their increase access to learning tools to be
able to complete homework/projects. Foster Youth’s increase awareness to
seek assistance with listed services/resources.
RIE
RIE
Increased degree and certificate completion rates for student Veterans
population; reduce the time it takes for student Veterans to complete
educational goal.
Future Directions: What is the rate and impact of
“jobbing out” on CTE program?
Sample Plan—20
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”
Goals: Examine disparity in transfer rates for students with verified disabilities and increase the number of students with disabilities who complete
their declared transfer goal.
Activities/Strategies
Target Date
Responsible
Person/Groups
Expected Outcomes
E. 1 Conduct research to identify transfer barriers or obstacles
for students with disabilities who have a declared transfer
goal.
E. 2. Increase students with disabilities access to specialized
counseling for career development and educational planning.
Aug. 2014-June
2015
DSPS and Research
E.1.1 Provide resources, activities, strategies to better guide
students with disabilities in reaching their transfer goals.
Aug. 14’- June
15’
DSPS dept. chair with
faculty consultation
E.2.1 Reduced wait times (from ? to what?) to see a
counselor/improved access to specialized counseling and
educational planning.
E.2.2 Increase the number of students with disabilities who
are transfer ready.
E. Increased collaboration with community resources and
Transfer Center to support students with disabilities in
reaching their transfer goals.
DSPS and IT research
Aug. 2014- June
2015
Invite local university representatives to participate in the
DSPS Advisory Board to address barrier and obstacles to
transfer for students with disabilities.
DSPS and the Transfer center will work collaboratively to
provide support and services to assist students with verified
disabilities.
E.3. Identify students who are approaching transfer- prepared
status to receive assistance with educational planning and
completing transfer applications.
E.4 Increase access to counseling for students participating in
the Aspire program. Provide local college tours and
admissions presentations targeting African American and
Latino/a students.
1. Academic Cohorts/Honors
DSPS and Transfer
center
Aug. 2014-June
2015
Aug. 2014- June
2015
Aspire Program
Coordinator, Dean of
Counseling and Transfer
Center Director
2. GPS/MAP; Soft-Links; Student communication; CTE Retreat;
Just-in-time faculty advising & teaching tool kits
3. CTE/Faculty/Counselor Workshops
(Years 2-5)
Conduct research via survey of non-traditional aged students
and conduct focus groups for this student population.
What age group?
Develop a comprehensive Intervention Program for foster
youth to provide wrap around services including counseling,
resource materials including books, access to
computers/printers, and child care.
Collect research to determine transfer rates for former foster
youth attending Mt. SAC
2014-2018
Intervention Program
Coordinator
2014-2018
2014-2015
Goal: Implement
Fall 2014
RIE
RIE
Research
RIE
Identify barriers and obstacles to transfer for non-traditional
aged students to guide planning and development of
strategies and resources
Increased transfer rates for foster youth population.
Identify transfer rate information for former foster youth
attending Mt. SAC
Goal: Improve matriculation process to promote pathway to transfer
E. 1. Provide a 4-week intensive boot camp which includes
participation in ALEKS lab sessions.
E. 2. Expand the boot camp program being piloted this
summer and make it available to the general student
population.
E. 3. Increase students’ access to counseling and advisement
regarding long range consequences of placement testing and
need to prepare.
E.4 Conduct research on the effect of transfer course
completion and accessing learning support
Ongoing Winter
and Summer
intersessions
2014-2015
ARISE program
Coordinator,
Dean, Natural Sciences,
Dean of Counseling
Students will be placed in a math course more appropriate to
their skill level. More appropriate placement will lead to
reduced courses and aid in increasing motivation and
persistence to degree attainment and transfer.
Counseling, assessment,
HSO
Research and
Institutional
Effectiveness
Data on transfer course completion and learning support will
guide future planning to improve transfer outcomes.
Budget
SOURCES OF FUNDING
Evaluation Schedule and Process