Goal Activities in each program that serve the goal listed Goal Area SSSP Student Equity BSI Goal I Promote basic skills completion, including, but not limited to, (1) increasing the number of students successfully transitioning to mathematics and English courses, and 2) reducing the time it takes students to successfully transition to college-level mathematics and English courses. Implement MMAP assessment and placement processes Develop an educational plan for each basic skills student. Provide Basic Skills Tutoring, particularly embedded models Redesign the Developmental Education Sequence Implement the core principles provided by the California Acceleration Project Provide Basic Skills Tutoring, particularly embedded models Redesign the Developmental Education Sequence Implement the core principles provided by the California Acceleration Project Access Retention Transfer ESL/Basic Skills Completion Degree & Certificate Completion Increase the number of students who complete transfer level math or English within a year or two years of first enrollment
Goal II Close achievement gaps for disproportionately impacted groups. Develop an educational plan for every student Scale follow-up processes such as Early Alert to include full participation of entire campus community Scale the first year experience program. Provide professional development to better enable faculty and staff to teach and to serve a diverse student population. Provide Tutoring, particularly embedded models Use the Technology Success Center as an instructional support resource the first year experience program Explore or expand research-based initiatives or best practices that impact student success and close achievement gaps (e.g. EOPS, Puente, Umoja, AVID) Provide professional development to better enable faculty and staff to teach and to serve a diverse student population. Provide Tutoring, particularly embedded models Scale the first year experience program. Provide professional development to better enable faculty and staff to teach and to serve a diverse student population. Access Retention Transfer ESL/Basic Skills Completion Degree & Certificate Completion Other: _
Goal III Improve success rates in degree attainment, certificate attainment, and transfer. Develop an educational plan for every student Implement MMAP assessment and placement processes Support the development and implementation of Guided Pathways Support college readiness, career, and major exploration for every student Increase academic support in courses with high fail rates. Increase participation of disproportionately impacted groups in university trips and career activities. Support the development and implementation of Guided Pathways Provide support for basic skills co-requisite courses for transfer level courses (i.e. tutoring, DLA, SLA). Support the development and implementation of Guided Pathways Access Retention Transfer ESL/Basic Skills Completion Degree &Certificate Completion Other: _
Goal V Improve the identification of and support for students for academic or progress probation. Strive for 100% faculty participation in Starfish Early Alert Develop an educational plan for every student Push Student Lingo Online workshops out to struggling students Use campus research to identify at-risk students. Develop a retention strategy that supports each student, particularly at-risk and disproportionately impacted students. Create a more defined tutoring support for students at-risk for academic or progress probation. Access Retention Transfer ESL/Basic Skills Completion Degree & Certificate Completion Other: _
How will your college accomplish integration of matriculation, instruction, and student support to accomplish your student success goals? Include in your answer how your college will ensure coordination across student equity-related categorical programs or campus- based programs. (500 words max) The Student Success and Equity Committee is charged with developing and overseeing the Student Success Plan and the Student Equity Plan. The Basic Skills Committee, which is an Academic Senate committee, oversees the Basic Skills plan. Relying on quantitative and qualitative research and the results of student learning assessments, both committees use an evidence-based approach in planning recruitment, admission, retention, and student support services, professional development, and academic support to promote the success of all students. The effective integration of the Basic Skills, Equity, and Student Success and Support Plans will require considerable dialogue and collaboration. For that reason, the joint chairs of SSE and BSI will include multiple entities in the dialogues regarding integration, including staff, faculty, and/or managers from EOPS/CARE/CalWORKS/Guardian Scholars, DSPS, Veterans Resources, Distance Education, mathematics and English, Instruction, the Homeless Student Resources Advisory Group, the Behavior Intervention Team, the Professional Development Committee, the Enrollment Strategies Committee, the Office of Institutional Effectiveness, Research, and Planning, and the Diversity and Inclusion Committee. Throughout the integration process, practices will be routinized to ensure that the new approach to planning is institutionalized. These include: Monthly meetings of the chairs of the SSE and BSI Committees, to review and align activities and to monitor progress toward meeting the goals of the Integrated Plan. Clearly stated, measurable objectives that have been vetted, resourced, and formally assigned to a responsibility center. An integrated research agenda, designed to assess the college’s progress towards meeting the goals of the Integrated Plan. Taking particular care to include the student perspective, the college will use quantitative and qualitative information to assess its programs, practices, and policies. The annual development of a fully integrated budget, showing the planned expenditures of each funding stream, and how they are linked to the integrated plan’s annual goals. Clear alignment with the college’s Educational Master Plan, Enrollment Strategies Plan, Distance Education Plan, and the like. It is important to note that, while the discussions about the integration of Student Equity, Basic Skills, and Student Success and Support plans have taken place during the past year, the college is also beginning