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Student Equity Executive Summary 2017-19

Santiago Canyon College recognizes the importance of equity and the college is committed to ensuring tenets of equity are paramount to the development and integration of all campus-wide plans, procedures, and policies. The college established a Student Equity Committee and was part of the participatory governance structure. In 2015, this Student Equity Committee and the Student Success Committee merged to provide a more seamless and collaborative effort between the Student Equity and Student Success and Support Program, and the BSI Work Group, creating the Student Success and Equity Committee (SS&EC).

With support from the SS&EC, campus researchers identified disproportionate impact within the state-mandated target populations as validated the findings with data collected and analyzed by our Office of Institutional Effectiveness.  This data was then used in the development of strategies that address the gaps found under the five success indicators.

In the Fall of 2016, with guidance from the California Community Colleges Chancellor's Office (CCCCO), the program leaders for SCC's multiple success initiatives (SSSP, SSSP Noncredit, BSI, BSIT, ABG Block Grant, Strong Workforce, and Student Equity) met to develop a plan to integrate our initiatives based on common goals shared by the programs. In the Spring of 2017, with a formal template provided, the program leaders of the four programs identified by the CCCCO (SSSP, SSSP Noncredit, BSI, and Student Equity) met to begin the development of a plan that would integrate the goals, activities, and programs of the four initiatives.

With the Integrated Plan serving as the overarching document that guides our planning and development, SCC is committed to ensuring that we continue to prioritize and utilize the tenets of equity to support those students that have been identified as being disproportionately impacted throughout this integrated plan and in all college-wide plans and policies.

 

TARGET POPULATIONS

Santiago Canyon College aligned its research on disproportionate impact with those students identified in the student equity legislation. Using both the "80% Rule" and the "percentage gap index as the base metric, multiple groups were found to achieve success at significantly lower rates than those who are in the highest performing groups. As a result, goals and activities were created to address the gaps for the following student groups:

Student Groups Identified

Students who identify as: African American, Asian, Filipino, Pacific Islander, Latino/a, White, Native American/Alaskan, Male, Foster Youth, Veterans, Low-Income.

Students who marked "Other/Decline to state", or "More than one race" on their CC Application.

Students who have a documented disability.

 

It should be noted that while disproportionate impact could not be measured for specific student groups (i.e. Students who are African American, Native American/Alaskan, foster youth, and veterans), because their numbers were too small under a few success indicators. SCC acknowledges these students' place within the state legislation, and will continue to monitor and provide services to ensure their success in all areas identified.

 

GOALS

In the Fall of 2015, the research team identified disproportionate impact, and goals were established to serve as a benchmark for success. Progress and completion of the goals and activities of the Integrated Plan will be evaluated in multiple ways. A plan-specific assessment will be conducted annually and a broader college-wide evaluation will be done periodically after Integrated Plan becomes infused into the college-wide planning processes (Department Planning Portfolio, Program Review and the Educational Master Plan).

Access

SCC will maintain a commitment to increasing access for students identified in the equity plan through strategic and continuous planning and evaluation.

Course Completion

SCC will increase the course completion rates among students identified in the equity plan and continue to monitor and address disparities identified among these students.

ESL and Basic Skills Completion

SCC will develop and implement educational strategies that increase student success in ACE (ESL) and basic skills courses in Math, English and Reading for students identified in the student equity plan.

Degree and Certificate Completion

SCC will increase degree and certificate completion rates in underrepresented student groups to achieve an equitable balance of degree and certificate attainment across all targeted student equity groups.

Transfer

SCC will increase transfers to 4-year institutions among targeted equity groups.

 

ACTIVITIES 2015-2017

Santiago Canyon College has developed activities using an array of currently implemented programs, as well as by identifying areas where new support services, professional development, and curriculum enhancement may be needed in order to address the disproportionate impacts that the data revealed.  The following activities are noted for each indicator: 

ACCESS (A)

Progress:

Fourteen (14) activities were developed to focus on increasing enrollment of disproportionately impacted student groups from our service area. The main focus of support for this success indicator has been in the Outreach Department. Through the use of equity funds, SCC hired a 19 hour outreach specialist whose focus is to connect with groups identified in the equity plan. An allocation was provided for marketing materials, and marketed the college in Spanish language and Vietnamese language newspapers. SCC is also working towards expanding on a high school to college bridge program in order to ease the transition into college life.

In 2014, SCC began studying disproportionate impact among students identified in the equity legislation. In addition to comparing our campus population to the service area population, our Office of Institutional Effectiveness looked at where first-time students were placing, to get a better picture of who was coming to the college.

In 2014 and 2015, we found that African-American (-9.2%) , Latino(-12.3%), those students that marked Other (-16.4%), students with identified disabilities (-12.0%), and low-income (-13.5%) students were not as successful as other groups when placing into transfer level English. By 2017, we saw improvement in the Other group (-14.7%) and Latinos (-12.1%), but the achievement gap between African American (-10.6%), students with identified disabilities (-27.6%), and low-income (-19.3%) students and the highest performing group increased.

In 2014 and 2015, we found that African-American (-8.5%), Latino (-6.1%), students with identified disabilities (-14.2%), and low-income (-13.7%) students, were not as successful as other groups when placing into transfer level Math. By 2017, we saw a noticeable improvement among Latinos (-3.9%), and a smaller but notable improvement among African American students (-7.9%) and low-income students (8.4%). The achievement gap between students with identified disabilities (-21.2%) and the highest performing group increased.

In 2014 and 2015, we found that Latino (-5.0%) students, students with identified disabilities (-15.9%), and low-income (-11.5%) students were not as successful as other groups when placing into transfer level Reading. By 2017, the achievement gap between Latino (-6.1%) students, students with identified disabilities (-21.8%) and the highest performing group increased. Low-income students (-10.4) showed some improvement.

It should be noted that some student populations showed disproportionate impact, but sample size was too small to be considered valid. For example, Foster Youth and Veterans did show disproportionate impact, and will continue to be supported as outlined in the equity legislation.

List of Activities and Funding:

ActivityStart / End Date Funding
A1. Conduct research to identify potential barriers and recruitment strategies for equity groups demonstrating disparities in access.2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity

 

A2. Identify factors contributing to lower level placement across disciplines for equity groups.2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity

 

A3. Create a media marketing campaign to support outreach and recruitment of students in equity groups, as well as promote and maintain SCC as a Hispanic Serving Institution.2015/16 (year 2) -2016/17 (year 3)

$5,000

 

A4. Provide materials and supplies to support outreach and recruitment of disproportionately impacted groups.2014/15 (year 1) -2016/17 (year 3)

$20,000

 

A5. Explore the expansion of Early Welcome, Family Night, and Discover SCC which will orient new students in under-represented equity groups to college-wide specialized services that address their unique needs2015/16 (year 2) -2016/17 (year 3)

$3,000

 

A6. Hire a dedicated part-time staff member to support High School and Community Outreach operations and activities related to equity-identified student groups.2015/16 (year 2) -2016/17 (year 3)

$14,029

 

A7. Develop a team of Student Ambassadors to support community outreach to identified student equity groups.2015/16 (year 2) -2016/17 (year 3)

$9,632

 

A8. Provide supplemental support to the Upward Bound Program students taking SCC college courses through the Career Advanced Placement Program.2015/16 (year 2) -2016/17 (year 3)

$3,000

A9. Hold community based foster youth events highlighting SCC programs and services.2014/15 (year 1) -2016/17 (year 3)

$3,000

 

A10. Provide resources and supplemental support in the form of books, instructional supplies, gas cards, and bus passes etc. to students who identify as foster youth to eliminate barriers to enrollment at SCC. 2014/15 (year 1) -2016/17 (year 3)$10,000 
A11. Provide resources and supplemental support in the form of books, instructional supplies, and gas cards, to veteran students to eliminate barriers of access.2015/16 (year 2) -2016/17 (year 3)

$10,000

 

A12. Provide outreach materials and specialized orientation programming for students with identified disabilities.2015/16 (year 2) -2016/17 (year 3)

$5,000

 

A13.  Develop an Academic Success Academy course for high school students with disabilities transitioning to SCC. 2015/16 (year 2) -2016/17 (year 3)

$2,873

 

A14. Explore the development of a bridge or transition program from high school to college for students identified in the access section of the equity plan.   2015/16 (year 2) -2016/17 (year 3)

No Allocation Needed to Implement Activity

 

 COURSE COMPLETION (B)

Progress:

Eight (8) activities were developed to focus on increasing course completion of disproportionately impacted student groups. The priority of this area has been to eliminate any monetary barriers that might be impeding the student's success. Through the use of equity funds, SCC purchased 106 laptops/surface pros for student use. This will enable students to complete class work, complete research, and stay up-to-date with information in regards to enrollment, financial aid, as well as class work (blackboard). Student Equity is also working with the Disabled Students Programs and Services to ensure faculty and staff understand the diversity and  unique nesses that students with disabilities bring to campus. There is also a large focus on professional development in SCC's equity plan. This will increase faculty and staff awareness of strategies and promising practices for serving disproportionately impacted students.

In 2014 and 2015, we found that African-American (-5.6%) , Pacific Islander(-8.6%), students with identified disabilities (-5.3%), foster youth (11.7%) and low-income (-5.1%) students were not as successful as other groups in completing courses at SCC. By 2017, we saw improvement among Pacific Islander (1.4%) and students with identified disabilities (-2.8%).  The achievement gap between African American (-8.0 %), foster youth (-16.8%), and low-income (-7.5%) students and the highest performing group increased.

List of Activities and Funding:

ActivityStart / End DateFunding
B1. Evaluate the utilization of in-person and E-advising counseling services by equity groups.2014/15 (year 1)-2016/17 (year 3)No Allocation Needed to Implement Activity
B2. Identify disparities among students participating in counseling intervention workshops required for students after their first semester on academic and/or progress probation.2014/15 (year 1)-2016/17 (year 3)No Allocation Needed to Implement Activity
B3. Explore additional interventions for student equity groups on academic and progress probation to help them develop strategies for improving their academic performance.2014/15 (year 1)-2016/17 (year 3)No Allocation Needed to Implement Activity
B4. Provide supplemental support to College Assistance Migrant Program (CAMP) by providing students with 15 laptop computers for student use in CAMP study space.2015/16 (year 2)-2016/17 (year 3)

$16,173

(Year 2 only)

B5. Develop and Implement DSPS Probation Workshops for students on all levels of probation/dismissal.2015/16 (year 2)-2016/17 (year 3)$1,436
B6.  Offer a New Faculty Workshop on best practices for supporting DSPS student success.2015/16 (year 2)-2016/17 (year 3)

$300

B7. Create an Autism/Asperger's Support Group.2015/16 (year 2)-2016/17 (year 3)

$500

B8. Pilot Calculator Loan Program in collaboration with the bookstore and Math Department2015/16 (year 2)-2016/17 (year 3)

$5,000

 

 ESL AND BASIC SKILLS COMPLETION (C)

Progress:

Nine (9) activities were developed to focus on increasing ESL and BSI course completion of disproportionately impacted student groups. One of the main activities in this area is an online tutoring component for students that is free and accessible to all students in ESL and BSI classes. Students are able to access assistance 24 hours a day, 7 days a week. This will assure that students who need support will have access to it. Progress is being made towards removing barriers in placement testing by using multiple measures to assess students competency in English and math. Promising practices of acceleration and learning communities are removing barriers that may impede student success.

In 2014 and 2015, we found that African-American (-17.8%), Asian (-15.2%), and Male (8.9%) students were not as successful as other groups in completing developmental English courses. By 2017, we saw improvement in African American (-7.1%) and Asian (1.2%), and Male (-2.2%) students.

In 2014 and 2015, we found that African-American (-7.1%) students were not as successful as other groups in completing developmental Math courses. By 2017, we saw improvement in African American (-2.7%), but students who marked Other (-7.8%) and low-income students (-5.9), who showed success in previous years were now showing disproportionate impact.

In 2014 and 2015, we did not find disproportionate impact among students completing developmental reading courses, but by 2017, White students (-5.9), who showed success in previous years were now showing disproportionate impact.

List of Activities and Funding:

ActivityStart / End DateFunding
C1. Work with faculty to identify and implement effective research-based curriculum enhancement and academic support services for students enrolled in ACE, ESL and basic skills classes.2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity

C2. Conduct research to determine if any equity group is less likely to enroll in and complete the subsequent courses in the ACE, ESL, and Basic Skills Sequence.2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity

 

C3. Coordinate class scheduling between ACE and basic skills classes.

2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity
C4. Provide students with individualized computer-assisted instruction through instructional support centers and services to help them improve their basic skills. 2014/15 (year 1)-2016/17 (year 3)$35,000
C5. Examine online software for assessing and remediating college and career-readiness skills in reading, writing, math, ESL, and study skills for use in learning resource centers on campus.2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity

 

C6. Hold a pre-registration event to ensure foster youth are aware of priority registration dates and are prepared to register.2015/16 (year 2)-2016/17 (year 3)

$1,000

 

C7. Explore the expansion of SCC's basic skills preparation activities that have a history of success in improving the placement test scores for equity identified students, and or preparing them for the classwork.2015/16 (year 2)-2016/17 (year 3)

$8,673

 

C8. Explore providing specialized test preparation program for students with identified disabilities.2015/16 (year 2)-2016/17 (year 3)

$2,873

 

C9. Explore instructional methods and practices that accommodate student diversity and are shown to increase success for equity-identified student groups. 2015/16 (year 2)-2016/17 (year 3)

$22,132

 

 

 DEGREE AND CERTIFICATE COMPLETION (D)

Progress:

Six (6) activities were developed to focus on increasing certificate and degree completion of disproportionately impacted student groups. Priority has been given to counseling, advising, and coaching of students in order to ensure students are taking the appropriate courses and also utilizing successful strategies in the classroom that will make them more likely to complete a certificate or degree.

In 2014 and 2015, we found that Latino (-5.6%), students with identified disabilities (-5.7%), and low-income (-9.4%) students were not as successful as other groups in completing certificates and degrees. By 2017, we saw improvement in Latino (-2.6%), students with identified disabilities (1.6%), and low-income (-2.8) students but African American students (-5.3%), who showed success in previous years, were now showing disproportionate impact.

List of Activities and Funding:

ActivityStart / End DateFunding
D1. Explore jointly funding DSPS Counselor for the development of abbreviated and comprehensive education plans for students with disabilities seeking to earn a certificate, AA degree or transfer to a 4-year university.2014/15 (year 1)-2016/17 (year 3)$24,422
D2. Offer, assess and expand academic coaching and specialized tutoring to students with disabilities through the DSPS Program.2015/16 (year 2)-2016/17 (year 3)

$9,898

 

D3. Conduct research to evaluate the participation and success rates of equity groups who use campus learning resources i.e. Math Study Hall (MaSH), Writing Center, Tutoring Center, STAR Center, Academic Success Center, and explore utilizing equity funds to expand on centers.2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity

 

D4. Offer priority counseling appointments available to veterans and low-income students needing Financial Aid Counselor Approvals.2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity

 

D5. Ensure foster youth have access to an academic counselor for the development of a comprehensive education plan.2014/15 (year 1)-2016/17 (year 3)No Allocation Needed to Implement Activity
D6. Contact and counsel foster youth at risk for not making satisfactory progress will be contacted to ensure they know how to access intervention services.2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity

 

 

TRANSFER (E)

Progress:

Six (6) activities were developed to focus on increasing transfer of disproportionately impacted student groups. By expanding offerings including campus trips, and overnight stays, we hope to provide students with an experience that will alleviate anxiety and show them that they also belong in these spaces. SCC also supports the Transfer Success Center by providing them with marketing, printing and other resources to increase visibility and their ability to "in-reach" to students.

In 2014 and 2015, we found that Latino (-6.5%), students with identified disabilities (-13.7%), foster youth (20.9%) low-income (-12.8%), and veteran (-6.9%) students were not as successful as other groups in transferring to universities. By 2017, we saw improvement for Latino (-5.9), students with identified disabilities (-7.6%), foster youth (14.1%) and low-income (-3.1%) students but the gap between students who transfer at higher rates and veterans (-7.8%) increased.

List of Activities and Funding:

ActivityStart / End DateFunding
E1. Provide professional development opportunities to faculty and staff on improving student engagement, success and transfer, particularly among underrepresented student groups.2014/15 (year 1)-2016/17 (year 3)

$5,000

 

E2. Develop a research agenda to identify transfer barriers for Latino/a, DSPS, and low-income students.2014/15 (year 1)-2016/17 (year 3)

No Allocation Needed to Implement Activity

 

E3. Offer specialized transfer workshops and a transfer event for foster youth, veterans, DSPS, EOPS / CARE / CalWORKs, and CAMP students, including visits to 4-year universities each semester.2014/15 (year 1)-2016/17 (year 3)

$15,000

 

E4. Provide materials and supplies to support in-reach and marketing to equity groups.2015/16 (year 2) -2016/17 (year 3)

$15,000

 

E5.  Offer DSPS Lunch & Learn Transfer Workshops 2015/16 (year 2) -2016/17 (year 3)$500
E6. Explore participation in Summer Scholars Transfer Institute (SSTI) at the University of California, Irvine.2015/16 (year 2) -2016/17 (year 3)

No Allocation Needed to Implement Activity

 

 

 OTHER COLLEGE- OR DISTRICT-WIDE INITIATIVES AFFECTING SEVERAL INDICATORS

ActivityStart / End DateFunding
F1. Continue funding of director to oversee the Office of Student Equity and Success, as well as Student Equity Plan implementation and evaluation.2014/15 (year 1)-2016/17 (year 3)$121,142
F2. Continue jointly funding a full-time Research Analyst through Student Equity and SSSP.2014/15 (year 1)-2016/17 (year 3)$25,844
F3. Continue funding a dedicated part-time Budget Specialist to support Student Equity Office operations and activities.2014/15 (year 1)-2016/17 (year 3)

$25,340

 

F4. Provide faculty, staff, administrators, and students with professional development opportunities related to equity-mindedness, cultural competence and universal design, and instructional methods to accommodate student diversity and support the development of equity-based curriculum.2014/15 (year 1)-2016/17 (year 3)

$90,000

 

F5. Create opportunities to engage in a college-wide dialogue about strategies to address student equity group disparities in Access, Course Completion, BSI and ESL Course Completion, Degree and Certificate Completion, and Transfer.

2015/16 (year 2) -2016/17 (year 3)

 

$1,000
F6. Integrate a student portal that will enhance our current application process, serve as a one-stop resource for students, and target the needs of underrepresented students.

2014/15 (year 1) -2016/17 (year 3)

 

No Allocation Needed to Implement Activity

 

 

F7. Utilize an independent contractor to support the installation and maintenance of the student portal.

2015/16 (year 2) -2016/17 (year 3)

 

$20,000

 

F8. Explore expansion of supplemental instruction (SI) and faculty mentoring to foster student engagement and success in courses across disciplines.2014/15 (year 1)-2016/17 (year 3)

$79,674

 

F9. Provide additional funding for textbooks, transportation and child care to low-income students through the EOPS / CARE / CalWORKs programs.2014/15 (year 1)-2016/17 (year 3)

$46,343

 

F10. Hire a dedicated part-time staff member to provide wrap around support to students who identify as foster youth.

2015/16 (year 2) -2016/17 (year 3)

$14,557

 

F11. Form an advisory group comprised of community-based foster youth service providers and college faculty, staff and administrators to provide guidance and direction in the development of foster youth services.

2015/16 (year 2) -2016/17 (year 3)

 

$500

 

F12. Designate a foster youth liaison in each Student Service office to facilitate the provision of support services to this student population.

2015/16 (year 2) -2016/17 (year 3) 

No Allocation Needed to Implement Activity
F13. Hire a dedicated full-time staff member to support outreach, logistics and operations of the Veteran's Services Office.

2015/16 (year 2) -2016/17 (year 3) 

$41,839

 

F14. Hire a dedicated part-time staff member to support program development of the Office of Student Life and Leadership, so as to expand on leadership, diversity training, and professional development and to activities on campus for students in equity groups.

2015/16 (year 2) -2016/17 (year 3)

   $11,304      

F15. Provide release time to faculty, to create low-cost and or open source classes across departments and divisions.

2014/15 (year 2) -2016/17 (year 3)

$7,500

 

F16. Fund student equity faculty coordinator(s) to work collaboratively with the Student Equity Director.

2014/15 (year 2) -2016/17 (year 3)

   $13,876       
F17. Fund division student equity faculty team leaders to work with Student Equity Faculty Coordinators.

2014/15 (year 2) -2016/17 (year 3)

$15,033     
F18. Using new research software, integrate and disaggregate student achievement data into future Academic and Student Services Program Reviews.

2014/15 (year 1) -2016/17 (year 3)

 

$2,500
F19. Pilot embedded tutoring services for courses across disciplines. 2014/15 (year 2) -2016/17 (year 3)$16,039
F20. Develop an Instructional Design Center that will support faculty in offering high quality instruction to students in the classroom and online.  The Center will provide training, workshops, and technological support to faculty for the purpose of evaluating and refining instructional methods to accommodate SCC's diverse student population, as well as diverse learning styles within the classroom, and support the emergence of personalized learning experiences through adaptive learning methods.

2014/15 (year 2) -2016/17 (year 3)

 

$20,000

 

NEW ACTIVITIES: 2017-19

ACCESS (A)

ActivitiesStart / End DateFunding
A1. Support Outreach Department in the recruitment of disproportionately impacted student groups. ​ ​
a) Provide materials and supplies to support outreach and recruitment of disproportionately impacted groups.2017-2019$5,000
b) Continue funding a dedicated part-time staff member to support High School and Community Outreach operations and activities related to equity-identified student groups.2017-2019$30,363
A2. Continue supporting programs that provide pre-enrollment services, and transition support to disproportionately impacted students at SCC. ​ ​
a) Continue expansion of Early Welcome, Family Night, and Discover SCC which will orient new students in under-represented equity groups to college-wide specialized services that address their unique needs2017-2019No Allocation Needed to Implement Activity
b) Continue support of a bridge or transition program from high school to college for students identified in the access section of the equity plan.   2017-2019$6,003
A3. Continue supporting a Media Marketing Campaign ​ ​

a) Continue supporting a media marketing campaign to support outreach and recruitment of students in equity groups, as well as promote and maintain SCC as a Hispanic Serving Institution.

2017-2019$5,000
A4. Continue support for programs designed to assist in the success of equity identified student groups. ​ ​

b) Provide supplemental support to the Upward Bound Program students taking SCC college courses through the Career Advanced Placement Program.

2017-2019$10,000
​A5. Fund transportation for noncredit students with identified disabilities. ​
a) Fund curb-to-curb bus fair for students with identified disabilities enrolled in noncredit courses. 2017-2019$4,608

 

Course Completion (B)

ActivitiesStart / End DateFunding
B1. Expand tutoring services to disproportionately impacted students. ​ ​
a) Continue providing students with individualized computer-assisted instruction through instructional support centers and services to help them improve their basic skills. 2017-2019$5,000
b) Explore support of embedded tutoring model as a high impact practice to support disproportionately impacted students. 2017-2019No Allocation Needed to Implement Activity

 

ESL / Basic Skills Completion (C)

ActivitiesStart / End DateFunding
C1. Continue supporting high impact instructional methods to support the success of disproportionately impacted students in the classroom. ​ ​

a) Continue to support high impact practices (e.g. Acceleration/Integrated Learning/Learning Communities) that support the success of disproportionately impacted students.

2017-2018$12,000

 

Degree and Certificate Completion (D)

ActivitiesStart / End DateFunding
D1. Offer Priority Counseling to disproportionately impacted student groups. ​ ​

a) Offer priority counseling appointments available to foster youth, veterans, and low-income for the development of education plans, and students needing Financial Aid Counselor Approvals.

2017-2019No Allocation Needed to Implement Activity

 

Transfer (E)

ActivitiesStart / End DateFunding
E1. Support the Transfer Success Center in support of disproportionately impacted student groups. ​ ​
a) Offer specialized transfer workshops and a transfer event for foster youth, veterans, DSPS, TRiO SSS, EOPS / CARE / CalWORKs, and CAMP students, including visits to 4-year universities each semester.2017-2019$2,000
b) Provide materials and supplies to support in-reach and marketing to equity groups.2017-2019$2,000
c) Continue exploration of participation in Summer Scholars Transfer Institute (SSTI) at the University of California, Irvine.2017-2019No Allocation Needed to Implement Activity
d) Continue supporting the EOPS Summer Success Program by providing books and instructional supplies for students who participate. 2017-2019$4,000

 

Other College- or District-wide Initiatives Affecting Several Indicators (F)

ActivitiesStart / End DateFunding
F1. Maintain a research agenda to identify disproportionately impacted students, and the barriers that may keep them from being successful. Also research students who have overcome barriers, and what resources and / or skill sets were necessary for them to succeed in spite of extenuating circumstances.
a) Develop a research agenda to identify students who are disproportionately impacted, specifically focusing on students identified in the equity legislation and under all success indicators. 2017-2019$9,000
b) Continue jointly funding a full-time Research Analyst through Student Equity and SSSP.2017-2019$74,545
c) Using new research software, integrate and disaggregate student achievement data into future Academic and Student Services Program Reviews.2017-2019$8,500
F2. Continue support for programs designed to assist in the success of equity identified student groups. ​ ​

a) Provide additional funding for textbooks, transportation and child care to low-income students through the EOPS / CARE / CalWORKs, First Year Support Center, CAMP, and TRiO SSS Programs.

2017-2019$74,420
F3. Continue support of foster youth programs designed to ensure the success of these equity-identified students. ​ ​
a) Provide resources and supplemental support in the form of books, instructional supplies, gas cards, and bus passes etc. to students who identify as foster youth to eliminate barriers for enrollment at SCC. 2017-2019$20,000
b) Hold a pre-registration event to ensure foster youth are aware of priority registration dates and are prepared to register.2017-2019No Allocation Needed to Implement Activity
c) Contact and counsel foster youth at risk for not making satisfactory progress to ensure they know how to access intervention services.2017-2019No Allocation Needed to Implement Activity
d) Continue funding a dedicated part-time staff member to provide wrap-around support to students who identify as foster youth.2017-2019$33,799
e) Form an advisory group comprised of community-based foster youth service providers and college faculty, staff and administrators to provide guidance and direction in the development of foster youth services.2017-2019No Allocation Needed to Implement Activity
f) Designate a foster youth liaison in each Student Service office to facilitate the provision of support services to this student population.2017-2019No Allocation Needed to Implement Activity
F4. Support veterans programs designed to ensure the success of these equity identified students. ​ ​

a) Provide resources and supplemental support in the form of books, instructional supplies, and gas cards, to veteran students to eliminate barriers of access.

2017-2019$10,000

b) Hire a dedicated full-time staff member to support outreach, logistics and operations of the Veteran's Services Office.

2017-2019$81,489
F5. Support Disabled Students Programs and Services (DSPS) to ensure the success of these equity identified students. ​ ​

a) Develop and Implement DSPS Probation Workshops for students on all levels of probation/dismissal.

2017-2019$1,500
b) Continue jointly funding a DSPS Counselor for the development of abbreviated and comprehensive education plans for students with disabilities seeking to earn a certificate, AA degree or transfer to a 4-year university.2017-2019$25,000
c) Offer, assess and expand academic coaching and specialized tutoring to students with disabilities through the DSPS Program.2017-2019$10,000
F6. Continue to develop and support equity-focused professional development opportunities to all of SCC's constituency groups. ​ ​
a) Provide faculty, staff, administrators, and students with professional development opportunities related to equity-mindedness, cultural competence and universal design, and instructional methods to accommodate student diversity and support the development of equity-based curriculum.2017-2019$25,000
b) Hire a dedicated part-time staff member to support program development as to expand on leadership, diversity training, and professional development and for activities on campus for students in equity groups.2017-2019$22,089
F7. Continue supporting the Office of Student Equity and Success . ​
a) Continue funding of director to oversee the Office of Student Equity and Success, as well as Student Equity Plan implementation and evaluation.2017-2019$140,671
b) Continue funding a dedicated part-time Budget Specialist to support Student Equity Office operations and activities.2017-2019$27,409
F8. Continue supporting the development of a Student Portal.​ ​
a) Integrate a student portal that will enhance our current application process, serve as a one stop resource for students, and target the needs of underrepresented students.2017-2019No Allocation Needed for Implementation of Activity
b) Continue funding a portion of an A&R Specialist to support the maintenance of the student portal. 2017-2019$15,949
F9. Continue supporting Supplemental Instruction.​ ​
a) Continue funding supplemental instruction (SI) and faculty mentoring to foster student engagement and success in courses across disciplines.2017-2019$80,000
F10. Continue support of the development of OER courses. ​ ​

a) Provide release time to faculty, to create low-cost and or open source classes across departments and divisions.

2017-2018$2,500
F11. Continue support of equity faculty coordinators and team members ​ ​
a) Continue funding student equity faculty coordinator(s) to work collaboratively with the Student Equity Director.2017-2019$34,000
b) Fund division student equity faculty team leaders to work with the student equity faculty coordinators.2017-2019$30,000
F12. Continue support of the Instructional Design Center ​ ​
a) Continue to support the Instructional Design Center that will support faculty in offering high quality instruction to students in the classroom and online.  The Center will provide training, workshops, and technological support to faculty for the purpose of evaluating and refining instructional methods to accommodate SCC's diverse student population, as well as diverse learning styles within the classroom, and support the emergence of personalized learning experiences through adaptive learning methods.​2017-2019​No Allocation Needed for Implementation of Activity
F13. Continue support the development of a food pantry.​ ​
a) Continue to support the development of a food pantry for students impacted by food insecurity at SCC. ​​2017-2019​$20,000
F14. Explore funding a short-term ADA Specialist. ​ ​

a) Fund a short-term position to assist with ADA compliance of documents and classroom materials.

​2017-2019​$12,000
F15. Support recruitment of men of color into the teaching profession. 

a) Work with partners at CSUF to recruit more men of color into SCC's Teacher Pathway Program.

​​2017-2019​$1,000

 

CONTACT INFORMATION

Joseph Alonzo                                     alonzo_joseph@sccollege.edu                                    (714) 628-5040