cabrillo college student equity plan · 2020-03-03 · cabrillo college student equity plan 6...

Cabrillo College Student Equity Plan

January 12, 2015

District: Cabrillo College College: Cabrillo College

Cabrillo College Student Equity Plan 2

CABRILLO COLLEGE STUDENT EQUITY PLAN

Table of Contents

Signature Page ....................................................................................................................... 3

Executive Summary................................................................................................................ 4 Target Groups Goals Activities Resources Contact Person/Student Equity Coordinator

Campus-Based Research ........................................................................................................ 9 Overview Indicator Definitions and Data

Access Course Completion (Retention) ESL and Basic Skills Completion Degree and Certificate Completion Transfer Student Success and Support Program Services

Goals and Activities.............................................................................................................. 30 Access Course Completion (Retention) ESL and Basic Skills Completion Degree and Certificate Completion Transfer Student Success and Support Program Services

Budget ................................................................................................................................. 43 Sources of Funding

Evaluation Schedule and Process ......................................................................................... 45

Attachments ........................................................................................................................ 48



Cabrillo College Student Equity Plan

Signature Page



Executive Summary



EXECUTIVE SUMMARY

"In a learning organization, the journey never ends." -- John Tagg Major Findings and Directions The complementary state mandates addressing student success, basic skills, and student equity offer Cabrillo College an extraordinary opportunity to transform the college and improve on its efforts to serve its students. The Student Success and Equity Committee (SSEC), using the data generated by Cabrillo's Planning and Research Office, has identified the following target groups for the first round of student equity efforts.

• Latino/a students • African-American students • Native American students • Current and Former Foster Youth • Veterans • Students in need of accessibility services (ASC/DSPS) • Low-income students

All of the five success indicators that the SSEC reviewed – access, course completion, basic skills, certificate and degree completion, and transfer – are addressed in the goals and programs outlined in this report. At the same time, the college has decided to focus on two specific success indicators – 1) Basic Skills sequence completion and 2) overall college course completion rates - for the 2014-15 to 2016-17 planning period.1

Quantifiable Three-Year Goals: 1. The college will improve the course completion rates among disproportionally impacted groups

promoting them from ”great concern” or “concern” to “moderate concern” or “no concern area from 2014 to 2017.

2. The college will raise the Basic Skills sequence completion rates among disproportionally impacted groups according to the degree of concern they have from 2014 to 2017.

Goals: A. Student Success Indicator For Access Increase the number of students who place into upper level basic skills math and English courses or college level courses using multiple measures including but not limited to college placement test scores, high school course completion, high school grades, and high school standardized test scores. Increase the volume of re-entry (35+ years old) and Veteran students, Latinos, Current and Former Foster Youth, First Generation, and economically disadvantaged students enrolled at Cabrillo College into learning communities. B. Student Success Indicator For Course Completion Increase the number of African American, Latino, American Indian and Current and Former Foster Youth (20-39 years old) who successfully complete one semester of course(s) and continue on to the next semester. C. Student Success Indicator For ESL and Basic Skills

1 In producing this document the college has benefited from a draft of the Equity Plan for Foothill College that was shared on the ASCCC website.



Increase the number of African American, American Indian, Latino and Filipino students (18-25 years old) who successfully complete basic skills courses and move on to college level math and English courses.

D. Student Success Indicator For Degree and Certificate Completion and Transfer Increase the number of African American, American Indian, Latino and Filipino students who successfully complete degree or certificate at Cabrillo College effectively closing the achievement gap. The goal is to also help meet the requirement set by the California Community College Board of Governors to increase the number of college graduates by 50% by 2020.

E. Student Success Indicator For Transfer Increase the number of American Indian, Filipino, Latino, Current and Former Foster Youth, Mobility Impaired, BOG Aid receivers (20-39 years old) who transfer to and enroll in a university or college to complete a bachelor’s degree.

F. All Student Success Indicators: Our Additional Campus Commitment Beyond the requirement for all new students to complete assessment, orientation, and educational planning, Cabrillo College will develop a comprehensive follow-up system that will allow the college to respond to multiple academic and personal issues that may be barriers to degree and transfer completion. Using the Student Retention module in Colleague, a process will be developed to identify and intervene with students who are having personal and academic challenges and encourage them to continue their education as the gateway to move out of poverty.

Broader College Vision for Student Equity There are two approaches that the college will take to improve access, course completion, certificate or degree completion, and transfer. One goal is to increase the reach of existing successful student equity programs and services on campus to support more students and to make that support more strategically delivered. The other more comprehensive goal is to effect a transformation of the college culture so the student equity initiatives involve every employee in the district. This will be a transformation for Cabrillo to a “Learning College,” one that embodies a culture of inquiry to increase equity for students in all learning environments. Such a transformation engages the entire college community, cultivates leadership, is at the center of our current professional development efforts (Cabrillo Connects), and leads to a broad base of understanding, support, and participation in the college’s student equity and success efforts. The underlying tenet is that every member of the college community can contribute to our efforts to increase student equity at the college. This transformational project that centers on professional development is referred to as Pathways and Pedagogy. Rationale: Virtually all of the educational research over the past several years indicates that substantive improvements to colleges do not happen as a result of piecemeal changes. Some have translated this directive as “Go big or go home,” and others simply argue that “business as usual” has not adequately served whole populations of students over the years.2 Indeed, the “Crosswalk” guidelines from the Chancellor’s Office have guided the SSEC toward these kinds of institutional commitments.3 Our conversations have led us to grapple with the kinds of challenges that require a level of fundamental change in the way our college addresses issues of student equity. Some of the questions from the “Crosswalk” that we have found especially provocative include:

2 Among the proponents and sources advocating for this sort of broad-based approach are Terry O’Banion, Francisco Rodriguez, John Tagg, the RP Group, the speakers at the ASCCC Training on Equity Plans in September of 2014, and the 2014 Center for Student Engagement. 3 Linda Michalowski, “Updated Student Equity Plan Instructions,” March 14, 2014



• What instructional strategies or curricular redesign can be undertaken to improve success for the targeted group?

• Does faculty employ a variety of instructional methods to accommodate student diversity? • How are instruction and student success tied to institutional effectiveness measures? How are they

established and through what venue? How do they connect instruction and student services? • Does the college have structures and processes in place to engage faculty, administrators, and staff in an

ongoing and intentional examination of student equity?

These questions suggest that a thoroughgoing re-purposing of both Instruction and Student Services is needed in order to bring about the needed institution-wide changes to create a more equitable college. Priority: The first step in creating a “Learning College” is to create a culture of student equity, to create a more dynamic college committed to innovation and continual learning, and to unite the components (especially Instruction and Student Services) in an effort to increase student equity. This approach to the Student Equity Plan will fund on-going projects, a few pilots (mentoring, assessment, outreach and Math Plus), and will strive to unite and leverage what is already happening by focusing on building a campus-wide culture of inquiry. This leveraging piece of the plan is extremely important – fostering a cross fertilization of efforts that are already in process, enriched by conversation, analysis of data, and creative input. During the first year the Student Equity efforts will be bolstered by parallel initiatives by the Student Success and Support Programs (SSSP) Plan and the Professional Engagement and Transformational Learning groups to focus on leadership development across constituent groups. These efforts will be directed toward articulating pathways for student success, as well as engaging the employees and faculty serving the target populations in action-research pilot projects to better understand how to breakthrough sluggish gains in completion and retention. Outcomes: The outcomes of all SSEC efforts will be measured by research gathered by the Cabrillo Planning and Research Office. One goal is to use this research to recognize and integrate current projects that are doing that work, and new programs that we believe will increase the percentage of students completing coursework and completing the basic skills sequence. Background: The Student Success and Equity Committee has grown out of a college-wide effort, guided by the Student Success Steering Committee, to implement the requirements of the Student Success Act of 2012. The overarching goals of this steering committee were to serve as a clearinghouse for all of the efforts to refocus on student success, to engage in a meaningful dialog on exactly what “student success” could look like at our college, and, most importantly, to coordinate the efforts of the Student Services and Instruction components of the college. Working groups have been meeting since the fall 2012 under the guidance of the Student Success Steering Committee. These groups include: Acceleration, Enrollment Management, Distance Learning, K-12 Alignment, Basic Skills/Learning Communities, and Faculty Best Practices. In addition to this evolving framework for student success planning at the college, this Student Equity Plan is meant to be congruent with other important planning processes at the college. These processes include: the Basic Skills Plan, the Student Success and Support Programs Plan, the college’s Strategic Plan, and the countywide task force implementing AB 86 regarding Adult Schools and non-credit instruction. Close cooperation among all of these groups will be necessary to successfully implement this Student Equity Plan.



The college recognizes that many factors generally thought to be outside the scope of the college can be the most significant barriers to student success. These factors may include the financial pressures facing a student not addressed by financial aid, transportation difficulties, or finding quality child-care for our students who are parents. To help combat some of these real-world difficulties, the college has instituted a new, grant-funded program through the Fast Track to Work (CalWORKS) office called the Working Families Support Network. This program will combine academic programs, personal financial training, and student support services to help serve this large segment of our student population. Close coordination between the WFSN and the Student Success and Equity Committee should ensure that best practices identified through this grant can be offered in a college-wide context. This is a tangible way that the college is working to improve student equity and maximize the academic opportunities for our economically disadvantaged students. This 2014 Student Equity Plan has been drafted and reviewed by the Student Success and Equity Committee, to build upon the implementation of the 2012 Student Success Act and the implementation of the newly-formulated state directives focused on student equity. Research and Planning: The college recognizes that data, research, and sustained analysis are central to the successful implementation of this Student Equity Plan. Perhaps the most important guiding principles to improve student success and equity are contained in the Research and Planning Group’s 2013 report. The report indicates that students are more likely to achieve their goals when “six success factors” are present. Those factors are:

1. Directed – students have a goal and know how to achieve it 2. Focused – students stay on track, keeping their eyes on the prize 3. Nurtured – students feel somebody wants and helps them to succeed 4. Engaged – students actively participate in class and extracurriculars 5. Connected – students feel like they are part of the college community 6. Valued – students’ skills, talents, abilities, and experiences are recognized; they have opportunities to

contribute on campus and feel their contributions are appreciated4

This document’s timely publication has meant that the college does not have to “reinvent the wheel” when it comes to understanding some of the key components that foster students’ success. However, we must embrace this opportunity and coordinate our efforts creating effective change for our students. Still, questions remain regarding the specific contours of the student equity and success challenges at Cabrillo. To this end, the college’s Planning and Research Office has produced local data to illuminate the scope and shape of the student equity and success challenges facing the college. These data follow this Executive Summary and demonstrates some of the trends that need to be addressed if the college is to make meaningful progress in achieving student equity.5

4 RP Group, “Using Student Voices to Redefine Support,” January, 2013 5 Continued close collaboration between the Planning and Research Office and the Student Success and Equity Committee will be a crucial link in the process. In particular, further data are needed to pinpoint the reasons that some Cabrillo students fail to succeed, while others do succeed. Among the research questions that have emerged are:

• What are the possible causes and/or correlations for the decreased course success rates for our targeted populations? • What effect, if any, does course delivery modality (e.g. face-to-face versus hybrid or distance) or the course discipline have on these rates? • What effect, if any, does the student’s completion of English or math have on these rates? • What effect, if any, does the number of hours a student works, or family obligations, have on these rates? • What courses, modalities, and disciplines have high (and low) success rates? • What do students think will help them be more successful at Cabrillo College? Are there specific things that faculty, staff, and administrators

can do to support student success? (Some of these research questions are from the Foothill Equity Plan Draft.)



Campus-Based Research



CAMPUS-BASED RESEARCH

Detecting Disproportionate Impacts This plan utilizes the 80% rule for disproportionate impact to interpret differences in rates among subgroups. The rule states that if a subgroup rate is less than 80% of the reference group rate, then there is a disproportionate impact for that subgroup. The calculation for the Disproportionate Impact Index (DII) is:

DII = (Subgroup Rate / Reference Group Rate) x 100%

The reference group is determined within each performance metric and demographic category and is typically a high performing and abundant group of students. For example, in the demographic category of ethnicity, White, non-Latinos students are the reference category for most metrics. Although this group is not always the highest performing group, it is a numerically abundant group and tends to have higher metrics as compared to Latino students, the other numerically abundant ethnicity in our community. The 80% rule provides a simple benchmark for identifying areas of concern. However, rates that are over 80% but still less than the reference group rate are not necessary acceptable. In this plan, a five category system is used to help indicate the magnitude of disproportionate impact according to the scale below:

105% and above High performer 95% to 104.99% No concern 80% to 94.99% Moderate concern 70% to 79.99% Concern below 70% Great concern

Responses to Disproportionate Impacts Areas of concern and great concern almost certainly should have an activity planned to address the student equity gap. Areas of moderate concern require at least continued monitoring and may also require intervention activities. Some subgroups such as Current and Former Foster Youth may also receive interventions regardless of their DII due to their highly at risk backgrounds. Caveats Many subgroup categories are self-reported such as ethnicity and gender while others are derived from receiving a service such as students with disabilities. Some categories are somewhat fluid and can change such as ethnic and gender identification. Others such as Current and Former Foster Youth, veterans, and students with disabilities are subject to underreporting as student must self-identify. Current and Former Foster Youth in particular are receiving a focused effort to be discretely identified and offered services and the percent of identified Current and Former Foster Youth on campus should be increasing over time as a result of enhanced recruitment.




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.

Santa Cruz County Cabrillo College

Demographic

Santa Cruz County

Population Count

Percent (Reference

Group)

Cabrillo, Spring 2014

Percent Disproportionate

Impact Index* (DII)

DII Descriptor

Total 262,382 100% 12,707 100%

GENDER Female 131,469 50.1% 6,801 53.5% 106.8% High performer

Male 130,913 49.9% 5,853 46.1% 92.3% Moderate concern

Unknown 0 0.0% 53 0.4% NA

ETHNICITY

African American 2,304 0.9% 157 1.2% 141.2% High performer

Am. Ind. /AK Nat. 978 0.4% 56 0.4% 118.0% High performer

Asian 10,658 4.1% 464 3.7% 89.9% Moderate concern

Latino 84,092 32.0% 4,713 37.1% 115.7% High performer

Multi-Ethnicity 7,661 2.9% 616 4.9% 166.1% High performer

Pacific Islander 292 0.1% 28 0.2% 197.7% High performer

Unknown 0 0.0% 250 2.0% NA

White, non-Latino 156,397 59.6% 6,423 50.6% 84.8% Moderate concern

AGE

19 or Less 67,297 25.6% 2,707 21.3% 83.0% Moderate concern

20 to 24 24,391 9.3% 4,524 35.6% 383.0% High performer

25 to 29 17,597 6.7% 1,723 13.6% 202.2% High performer

30 to 34 16,152 6.2% 903 7.1% 115.5% High performer

35 to 39 15,918 6.1% 575 4.5% 74.7% Concern

40 to 49 35,869 13.7% 818 6.4% 47.1% Great concern 50 + 85,158 32.5% 1,456 11.5% 35.3% Great concern

Unknown 0 0.0% ** 0.01% NA

OTHER

Disability 23,709 9.0% 1,228 9.7% 106.9% High performer Economically Disadvantaged 32,239 12.3% 8,681 68.3% 555.9% High performer

Foster Youth 250 0.1% 50 0.4% 413.0% High performer

Veterans 13,172 5.0% 141 1.1% 22.1% Great concern Sources: U.S. Census Bureau, 2010; Calif. Community College Chancellors Office (CCCCO) Data Mart; 2012 American Community Survey; Cabrillo Financial Aid awards and headcount (18,312) for academic year 2013-14, and Family and Children's Services Foster Care and Adoptions Programs, a division of the Human Services Department, County of Santa Cruz. * DII= subgroup rate/reference group rate. Proportion of the reference group ** between 1 and 4 students



Note: Bars colored "green" when Cabrillo is higher than County Sources: U.S. Census Bureau, 2010; Calif. Community College Chancellors Office (CCCCO) Data Mart; 2012 American Community Survey; Cabrillo Financial Aid awards and headcount (18,312) for academic year 2013-14, and Family and Children's Services Foster Care and Adoptions Programs, a division of the Human Services Department, County of Santa Cruz.

53.5%

46.1%

0.4% 1.2% 0.4% 3.7%

37.1%

4.9% 0.2% 2.0%

50.6%

21.3%

35.6%

13.6% 7.1% 4.5% 6.4%

11.5%

0.01%

9.7%

68.3%

0.4% 1.1% 0%

10%

20%

30%

40%

50%

60%

70%

80%

A. ACCESS TO EDUCATION Disproportionated Impact

SC County vs. Cabrillo College

Cabrillo Santa Cruz County




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.

Basic Skills Courses 2013-2014

2013-2014 POPULATION GROUP

Enroll-ment Count

Com-pletion Count

Success Count

Com-pletion

Rate

Success Rate

Ref. Group

Com-pletion

DII

Comple-tion DII Descriptor

Success DII

Success DII Descriptor

Cabrillo Total 3,947 3,350 2,344 85% 59%

GENDER Female 2,230 1,915 1,356 86% 61% X 100% No concern 100% No concern

Male 1,706 1,424 978 83% 57% 97% No concern 94% Moderate concern

Unknown 11 11 10 100% 91% 116% High performer 150% High performer

ETHNICITY African American 64 48 24 75% 38% 90% Moderate

concern 61% Great concern

Am. Ind. /AK Nat. 23 19 16 83% 70% 99% No concern 113% High performer

Asian 132 121 101 92% 77% 110% High performer 124% High performer

Latino 2,511 2,148 1,454 86% 58% 102% No concern 94% Moderate concern

Multi-Ethnicity 140 114 84 81% 60% 98% No concern 98% No concern

Pacific Islander 10 8 8 80% 80% 96% No concern 130% High performer

Unknown 60 51 38 85% 63% 102% No concern 103% No concern

White Non-Latino 1,007 841 619 84% 61% X 100% No concern 100% No concern

AGE 1 to 17 93 78 54 84% 58% 93% Moderate concern 78% Concern

18 & 19 1,437 1,208 739 84% 51% 93% Moderate concern 69% Great concern

20 to 24 1,121 941 657 84% 59% 93% Moderate concern 79% Concern

25 to 29 430 367 286 85% 67% 94% Moderate concern 89% Moderate concern

30 to 34 288 261 215 91% 75% X 100% No concern 100% No concern

35 to 39 149 118 93 79% 62% 87% Moderate concern 84% Moderate concern

40 to 49 256 225 180 88% 70% 97% No concern 94% Moderate concern

50 + 173 152 120 88% 69% 97% No concern 93% Moderate concern

Unknown 0 0 0 N/A N/A Notes: Completion is completing the class with a grade other than W (i.e. not dropping the class). Success is earning a grade of C or better.



Basic Skills Courses 2013-2014 (Continued)

2013-

2014

POPULATION GROUP

Enroll-ment Count

Com-pletion Count

Success Count

Com-pletion

Rate

Success Rate

Ref. Group

Com-pletion DII

Completion DII Descriptor

Success DII


SPECIAL POPULATIONS

Cabrillo Total 2,073 1,814 1,354 88% 65% 100% No

concern 100% No concern

CALWORKS 55 52 36 95% 65% 108% High performer 100% No concern

NOT CALWORKS 2,018 1,762 1,318 87% 65% X 100% No


ASC 184 163 125 89% 68% 101% No concern 104% No concern

NOT ASC 1,889 1,651 1,229 87% 65% X 100% No concern 100% No concern

EOPS 130 116 80 89% 62% 102% No

concern 94% Moderate concern

NOT EOPS 1,943 1,698 1,274 87% 66% X 100% No concern 100% No concern

FOSTER YOUTH 27 19 15 70% 56% 80% Moderate


NOT FOSTER YOUTH

2,046 1,795 1,339 88% 65% X 100% No concern 100% No concern

VETERAN 35 29 25 83% 71% 95% No concern 110% High performer

NOT VETERAN 2,038 1,785 1,329 88% 65% X 100% No


Notes: Completion is completing the class with a grade other than W (i.e. not dropping the class). Success is earning a grade of C or better. Basic Skills Special Population data includes all 200 Level Math, English and ESL sections.



Non-Basic Skills Courses 2013-2014


Enroll-ment Count

Com-pletion Count

Success Count

Com-pletion

Rate

Success Rate

Ref. Group

Com-pletion DII

Com-pletion DII Descriptor

Success DII


Cabrillo Total 76,791 66,785 55,809 87% 73%

GENDER Female 39,995 34,943 29,760 87% 74% X 100% No concern 100% No concern

Male 36,586 31,652 25,879 87% 71% 95% No



ETHNICITY African American 1,156 995 757 86% 65% 75% Concern 86% Moderate

concern

Am. Ind. /AK Nat. 380 323 261 85% 69% 78% Concern 90% Moderate

concern

Asian 2,713 2,395 2,085 88% 77% 88% Moderate concern 101% No concern

Latino 28,975 24,961 19,736 86% 68% 78% Concern 89% Moderate concern

Multi-Ethnicity 4,309 3,727 3,087 86% 72% 82% Moderate


Pacific Islander 165 143 106 87% 64% 73% Concern 84% Moderate concern

Unknown 1,335 1,192 1,029 89% 77% 88% Moderate concern 101% No concern

White Non-Latino 37,758 33,049 28,748 88% 76% X 87% Moderate


AGE 1 to 17 1,648 1,483 1,223 90% 74% 82% Moderate concern 89% Moderate

concern

18 & 19 20,604 18,019 14,599 87% 71% 78% Concern 85% Moderate concern

20 to 24 29,176 24,961 20,327 86% 70% 77% Concern 84% Moderate concern

25 to 29 9,408 8,122 6,944 86% 74% 81% Moderate concern 89% Moderate

concern


concern


concern

40 to 49 3,677 3,263 2,930 89% 80% 88% Moderate concern 96% No concern

50 + 4,993 4,531 4,164 91% 83% X 92% Moderate concern 100% No concern


Notes: Completion is completing the class with a grade other than W (i.e. not dropping the class). Success is earning a grade of C or better.



Non-Basic Skills Courses 2013-2014


Enroll-ment Count

Com-pletion Count

Success Count

Com-pletion

Rate

Success Rate

Ref. Group

Com-pletion DII

Completion DII Descriptor

Success DII


SPECIAL POPULATIONS Cabrillo Total

78,205 67,278 56,224 86% 72% 100% No concern 100% No concern

CALWORKS 1,545 1,332 1,123 86% 73% 101% No concern 101% No concern

NOT CALWORKS 76,660 65,946 55,101 86% 72% X 100% No concern 100% No concern

ASC 7,330 6,309 5,447 86% 74% 104% No concern 104% No concern

NOT ASC 70,875 60,969 50,777 86% 72% X 100% No concern 100% No concern

EOPS 3,208 2,740 2,291 85% 71% 99% No concern 99% No concern

NOT EOPS 74,997 64,538 53,933 86% 72% X 100% No concern 100% No concern

FOSTER YOUTH 687 525 365 76% 53% 74% Concern 74% Concern

NOT FOSTER YOUTH 77,518 66,753 55,859 86% 72% X 100% No concern 100% No concern

VETERAN 1,521 1,327 1,052 87% 69% 96% No concern 96% No concern

NOT VETERAN 76,684 65,951 55,172 86% 72% X 100% No concern 100% No concern

Notes: Completion is completing the class with a grade other than W (i.e. not dropping the class). Success is earning a grade of C or better.




C. 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.

Scorecard ESL Completion for 2007-2008 Cohort

ESL 200 level students completing College Composition (English 1A) within 6 Years

Category Group Cohort Size

Cohort Rate

Reference Group DII DII Descriptor

All All 164 12.8%

GENDER Female 101 11.9% 80% Moderate concern

GENDER Male 61 14.8% X 100% No concern

AGE < 20 years old 21 23.8% X 100% No concern

AGE 20 to 24 years old 35 17.1% 72% Concern

AGE 25 to 39 years old 70 11.4% 48% Great concern

AGE 40+ years old 38 5.3% 22% Great concern

ETHNICITY African American 1 to 9 100.0% 800% High performer

ETHNICITY American Indian/Alaska Native 0 N/A

ETHNICITY Asian 16 12.5% X 100% No concern

ETHNICITY Filipino 1 to 9 0.0% 0% Great concern

ETHNICITY Latino 137 10.2% 82% Moderate concern

ETHNICITY Pacific Islander 0 N/A

ETHNICITY White 1 to 9 60.0% 480% High performer

ACCESSIBILITY Received ASC Services Not Avail. 40.0% 335% High performer

ACCESSIBILITY Did Not Receive ASC Services Not Avail. 12.0% X 100% No concern

INCOME Economically Disadvantaged Not Avail. 18.5% 204% High performer

INCOME Not Economically Disadvantaged

Not Avail. 9.1% X 100% No concern



Scorecard English Completion for 2007-2008 Cohort Basic English (English 255) or Elements of Writing (English 100) students completing College

Composition (English 1A) within 6 Years


Cohort Rate


All All 1716 42.8%

GENDER Female 754 47.1% X 100% No concern

GENDER Male 721 38.0% 81% Moderate concern





ETHNICITY African American 32 37.5% 77% Concern

ETHNICITY American Indian/Alaska Native 11 27.3% 56% Great concern

ETHNICITY Asian 41 51.2% 105% High performer

ETHNICITY Filipino 34 61.8% 127% High performer

ETHNICITY Latino 677 36.5% 75% Concern

ETHNICITY Pacific Islander 17 29.4% 60% Great concern

ETHNICITY White 603 48.6% X 100% No concern



INCOME Economically Disadvantaged Not Avail. 38.8% 84% Moderate concern





Math Scorecard Completion for 2007-2008 Cohort Essential Mathematics (Math 254) or Elementary Algebra (Math 154) students completing

Intermediate Algebra (Math 152) or higher within 6 Years


Cohort Rate


All All 1716 32.9%


GENDER Male 593 27.7% 75% Concern


AGE 20 to 24 years old 315 29.5% 82% Moderate concern

AGE 25 to 39 years old 221 36.2% 100% No concern


ETHNICITY African American 21 4.8% 13% Great concern


ETHNICITY Asian 26 26.9% 70% Concern


ETHNICITY Latino 479 25.7% 67% Great concern

ETHNICITY Pacific Islander 14 42.9% 112% High performer


ACCESSIBILITY Received ASC Services Not Avail. 31.8% 96% No concern


INCOME Economically Disadvantaged Not Avail. 32.6% 98% No concern






D. 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.

Scorecard Student Progress and Completion Rate for 2007-2008 Cohort,

All Students First time student earning at least 6 units with an English or math attempt in first 3 years and earning degree or

certificate, becoming transfer prepared, or transferring within 6 years


Cohort Rate

Reference Group DII DII Description

All All 1716 48.8%






AGE 40+ years old 49 40.8% 79% Concern




ETHNICITY Filipino 27 48.1% 88% Moderate concern

ETHNICITY Latino 557 37.7% 69% Great concern



ACCESSIBILITY Received ASC Services Not Avail. 44.6% 91% Moderate concern


INCOME Economically Disadvantaged Not Avail. 45.4% 86% Moderate concern





Scorecard Student Progress and Completion Rate for 2007-2008 Cohort, Prepared Students


Cohort Rate


All All 542 69.9%






AGE 40+ years old 1 to 9 55.6% 77% Concern


ETHNICITY American Indian/Alaska Native 1 to 9 33.3% 47% Great concern


ETHNICITY Filipino 1 to 9 66.7% 93% Moderate concern


ETHNICITY Pacific Islander 1 to 9 100.0% 140% High performer


Scorecard Student Progress and Completion Rate for 2007-2008 Cohort,

Unprepared Students


Cohort Rate


All All 1174 39.0%






AGE 40+ years old 40 37.5% 91% Moderate concern


ETHNICITY American Indian/Alaska Native 16 37.5% 88% Moderate concern


ETHNICITY Filipino 21 42.9% 100% No concern

ETHNICITY Latino 475 33.5% 78% Concern





Scorecard Persistence Rate for 2007-2008 Cohort, All Students

First time student earning at least 6 units with an English or math attempt in first 3 years and enrolling in three consecutive primary terms


Cohort Rate


All All 1716 66.1%

GENDER Female 895 65.9% 99% No concern





AGE 40+ years old 49 65.3% 99% No concern

ETHNICITY African American 30 70.0% 106% High performer

ETHNICITY American Indian/Alaska Native 19 47.4% 71% Concern

ETHNICITY Asian 55 63.6% 96% No concern


ETHNICITY Latino 557 65.2% 98% No concern





INCOME Economically Disadvantaged Not Avail. 67.4% 104% No concern





Scorecard Persistence Rate for 2007-2008 Cohort, Prepared Students


Cohort Rate


All All 542 65.1%


GENDER Male 258 65.1% 100% No concern



AGE 25 to 39 years old 13 69.2% 105% High performer

AGE 40+ years old 1 to 9 33.3% 50% Great concern

ETHNICITY African American 1 to 9 60.0% 95% No concern

ETHNICITY American Indian/Alaska Native 1 to 9 66.7% 105% High performer

ETHNICITY Asian 20 55.0% 87% Moderate concern

ETHNICITY Filipino 1 to 9 66.7% 105% High performer

ETHNICITY Latino 82 70.7% 112% High performer



Scorecard Persistence Rate for 2007-2008 Cohort,

Unprepared Students


Cohort Rate


All All 1174 66.6%






AGE 40+ years old 40 72.5% 110% High performer

ETHNICITY African American 25 72.0% 105% High performer





ETHNICITY Pacific Islander 1 to 9 66.7% 98% No concern




Scorecard 30 Unit Attainment Rate for 2007-2008 Cohort, All Students

First time student earning at least 6 units with an English or math attempt in first 3 years and earning 30 or more credit units within 6 years


Cohort Rate


All All 1716 68.8%





AGE 25 to 39 years old 81 61.7% 120% High performer


ETHNICITY African American 30 66.7% 94% Moderate concern





ETHNICITY Pacific Islander 10 70.0% 99% No concern









Scorecard 30 Unit Attainment Rate for 2007-2008 Cohort, Prepared Students


Cohort Rate


All All 542 73.1%


GENDER Male 258 75.6% 106% High performer




AGE 40+ years old 1 to 9 77.8% 104% No concern


ETHNICITY American Indian/Alaska Native 1 to 9 33.3% 46% Great concern

ETHNICITY Asian 20 65.0% 89% Moderate concern

ETHNICITY Filipino 1 to 9 50.0% 68% Great concern

ETHNICITY Latino 82 76.8% 105% High performer



Scorecard 30 Unit Attainment Rate for 2007-2008 Cohort,

Unprepared Students


Cohort Rate


All All 1174 66.8%





AGE 25 to 39 years old 68 64.7% 94% Moderate concern


ETHNICITY African American 25 64.0% 93% Moderate concern





ETHNICITY Pacific Islander 1 to 9 66.7% 97% No concern




Scorecard Career Technical Education Rate for 2007-2008 Cohort First time student earning at least 6 units with at least two CTE enrollments and earning degree or certificate,

becoming transfer prepared, or transferring within 6 years


Cohort Rate


All All 955 50.2%






AGE 40+ years old 162 40.7% 71% Concern

ETHNICITY African American 12 50.0% 98% No concern















E. 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.

6 Year Transfer Rates for Cohort Year 2007-08

Cohort Count

Transfer Count

Transfer Rate


Cabrillo Total 1,330 458 34%

GENDER Female 713 266 37% X 100% No concern Male 605 188 31% 83% Moderate concern Unknown 12 4 33% 89% Moderate concern

ETHNICITY

African-American 21 8 38% 99% No concern American Indian/Alaskan Native 11 3 27% 71% Concern

Asian 37 13 35% 92% Moderate concern Filipino 24 6 25% 65% Great concern Latino 381 102 27% 70% Great concern Pacific Islander 6 5 83% 217% High performer Unknown 97 32 33% 86% Moderate concern White Non-Latino 753 289 38% X 100% No concern

AGE

1 to 17 580 215 37% 99% No concern 18 & 19 600 211 35% 94% Moderate concern 20 to 24 69 13 19% 50% Great concern 25 to 29 25 6 24% 64% Great concern 30 to 34 16 6 38% X 100% No concern 35 to 39 11 1 9% 24% Great concern 40 to 49 15 4 27% 71% Concern 50 + 13 1 8% 21% Great concern Unknown 1 1 100% 267% High performer



6 Year Transfer Rates for Cohort Year 2007-08 (Continued)

Cohort Count

Transfer Count

Transfer Rate

Reference

Group DII DII Descriptor

DISABILITY

Acquired Brain Injury 2 0 0% Developmentally Delayed Learner 1 0 0%

Learning Disabled 56 24 43% 124% High performer Mobility Impaired 6 1 17% 48% Great concern Other Disability 20 5 25% 73% Concern Psychological Disability 6 2 33% 97% No concern Speech/Language Impaired 2 0 0% None 1,237 426 34% X 100% No concern

ECONOMICALLY DISADVANTAGED (FINANCIAL AID)

NO AID RECEIVED 604 240 40% X 100% No concern Received BOG (Board of Governors) Aid 676 192 28% 71% Concern

Received Loans 52 21 40% 102% No concern Received Other Financial Aid (Except BOG or Pell) 270 84 31% 78% Concern

Received Pell Grant 463 136 29% 74% Concern Received Scholarship 181 77 43% 107% High performer

Received Work-study Aid 15 6 40% 101% No concern Source: CCCCO Data Mart, Transfer Velocity Cohort Tracker (excludes Foster Youth & FY comparison)

1 Year Transfer Directed Rates for Fall 2013 Cohort

FOSTER YOUTH*

Foster Youth 43 14 33% 68% Great concern First Time Students - Foster Youth Status Unknown 1,262 606 48% X 100% No concern

*Foster Youth Source: SOFIA Faculty Inquiry System; due to lack of availability of Foster Data prior to Fall 2013 and short time-to-transfer window, counts are based on "Transfer Directed" figures, not actual transfer counts. Transfer directed = students who successfully completed transfer-level math or English at Cabrillo.




F. STUDENT SUCCESS and SUPPORT PROGRAM SERVICES. The effect of the requirements related to mandatory participation of new students in SSSP services and enrollment priority on indicators A-E above, as well as the loss of Board of Governors (BOG) fee waiver of new students. See Cabrillo College’s Student Success and Support Program (SSSP) Plan.



Goals and Activities



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.”

TARGET POPULATIONS: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and WIA, students) and students enrolled in Basic Skills and ESL courses.

GOAL A.1 Increase the number of students who place into upper level basic skills math and English courses or college level courses using new/additional multiple measures including but not limited to college placement test scores, high school course completion, high school grades, and high school standardized test scores.

ACTIVITY A.1 Develop a pilot program that will be similar to Long Beach City College’s (LBCC) assessment process that places students in initial math and English courses using high school course completion and grades. The planning for the pilot will be conducted in spring 2015 with Watsonville and Pajaro Valley High Schools. The schools have similar demographics, are in the same school district, and have identical curriculum. Using LBCC as a guide, we will develop a rubric that that has been co-developed by Cabrillo’s math department and the high school math faculty, which will make it easy for staff to determine course placement. Example: Four years of high school math and completing specific courses with a grade of B or better will place a student in a specific course at Cabrillo. Target date: starting spring 2015. Responsible person: Chair, Math Department, Assessment Coordinator/Dean of Counseling and Educational Support Programs.

EXPECTED OUTCOME A.1 Our research indicated that there is a disproportionate impact on particularly African American and Latino students in course placement at Cabrillo as seen by both internal placement validation reports and by the much higher proportion of the these students in the remedial versus prepared subgroups in the Scorecard Completion metric. We believe that through this pilot program more students including African American and Latino students will initially be placed into higher level math courses and will need to take fewer basic skills courses. We believe that students’ completion rates will increase to a level where they are no longer in the “great concern” or “concern” categories. GOAL A.2 Increase the number of Latinos, Current and Former Foster Youth, First Generation, and economically disadvantaged students enrolled at Cabrillo College. ACTIVITY A.2.1 Cabrillo College has revamped its Outreach program. With the hire of a new Outreach Specialist and an Outreach Program Coordinator, and starting a Student Ambassador program, the college will aggressively recruit target groups to the college. We are developing new programs that we can deliver at the high schools to attract new Latino students; new Spanish-language brochures targeting parents; hiring current students, who are themselves members of these target groups, to meet with prospective students and their families to talk about attending college; and enhancing relationships with community groups and agencies that work with target populations (example: CASA, Encompass Santa Cruz, Community Services, Foster ED Santa Cruz County, COE, Foster Youth Services, Santa Cruz Probation, etc.). Target date: Fall 2015. Responsible person: Outreach Specialist/Dean of Student Services.



ACTIVITY A.2.2 Outreach and support to Current and Former Foster Youth and Veterans. Through a private donation and a multi-year Career Ladders grant, we have increased the number of Current and Former Foster Youth enrolled at Cabrillo; we can do much better. With the hiring of a dedicated employee we can focus activities and services to increase the number of Current and Former Foster Youth and Veterans enrolled and served at Cabrillo College. Working with public and private local agencies that service Current and Former Foster Youth and Veterans, we can significantly increase the number of these target populations who enroll. We plan to provide more intensive supportive services to increase semester-to-semester completion and degree and certificate completion. Target Date: Fall 2015. Responsible person: Current and Former Foster Youth & Veterans Coordinator/Dean of Students/Outreach Specialist. ACTIVITY A.2.3 Math Plus program is a one-week intensive math intervention that offers Cabrillo College students the opportunity to improve their placement test results in mathematics and/or prepare for math courses that they will be taking. The mission of Math Plus is to help students complete their Associates Degrees and/or transfer requirements in fewer semesters than previously possible, especially students whose initial placement is in Basic Skills math courses and students intending to major in Science, Technology, Engineering, or Mathematics (STEM) fields who placed into a college math course below pre-calculus and who want to advance to the next math level by scoring higher on the math placement test at the end of Math Plus. Target Date: Summer 2015. Responsible person: Division Dean, Natural and Applied Sciences, Math faculty/STEM Coordinator. ACTIVITY A.2.4 Baskin Girls in Engineering. A summer engineering program designed for female students entering 6th - 8th grades who want to learn more about the role engineers and engineering plays in our lives. This program is aimed at fostering female students' interest in engineering as an innovative, creative, and exciting field that shapes our lives. Students will engage in hands-on learning experiences in all areas of engineering designed to nurture their natural curiosity and will apply their creativity to solve engineering design challenges. Baskin Girls in Engineering at Cabrillo College hopes to inspire female students to explore all fields of engineering: civil, structural, mechanical, aerospace, aeronautical, biomedical, electrical, software, computer, industrial, and chemical. Target Date: Summer 2015. Responsible person(s): Engineering Department faculty and staff. ACTIVITY A.2.5 eServices Day. Students and families can get help from Financial Aid and Admissions and Records staff with FAFSA, CCCApply, WebAdvisor, eForms, Dream Application, BOG Application, Chafee grants, IRS data retrieval or transcripts, Cabrillo transcripts, and more. There will be free workshops open to students and prospective students. Any prospective student is welcome to attend a workshop for assistance in applying for admission to the college and applying for financial aid. Additionally, current students unfamiliar with online services such as access to transcripts and eForms, used to complete financial aid information are welcome to attend and will be referred by other on-campus student programs. This workshop is designed to assist students and prospective students with skills needed to navigate the online technology necessary to apply for college, financial aid, access online registration, and student records and information. Many Cabrillo students have had limited access to technology due to economic and language barriers. The WSFNCC Grant and BFAP-funded activities that are specifically related to Student Equity and the digital divide in our south county area continues to be a serious issue. EXPECTED OUTCOME A Increase by 5% the number of Current and Former Foster Youth and Veterans identified as enrolled at Cabrillo College in a primary term and contribute to the increase the degree and transfer completion rates noted in areas D and E by the end of the third year.



Year Two and Three Activities:

• Campus Visit activities for specific populations: Veterans, Current and Former Foster Youth, Adult Education and ASC/DSPS

• Partnership with Adult Education to create a pathway to Cabrillo College




B. STUDENT SUCCESS INDICATOR FOR 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.”


GOAL B Increase the number of students who successfully complete one semester of course(s) and continue on to the next semester.

ACTIVITY B.1 Supplemental Instruction (SI) and other models for peer-led team learning have been shown to increase student success through improvement in course success rates during the current semester and in subsequent related classes. Sessions are held once or twice a week, from 1-2 hours each. Students work on current topics from the associated class as well as address optimal approaches in studying the material. Sessions can involve discussions or more active problem-solving activities on the part of the student participants. The sessions are facilitated by trained student peers who have completed the course at a mastery level. In some models, the peer leaders will also be paid to attend class sessions. Peer leaders also help recruit participants by promoting the sessions in the class, as well as coordinate with the instructor about topics to review in the weekly sessions. The resources needed to fund this include a student assistant hourly budget, classroom space, and supplies for the SI sessions. Target Date: Fall 2015 Responsible person: Dean of Education Centers & Online and Innovative Learning/Basic Skills faculty/STEM Center Coordinator.

ACTIVITY B.2 Retention Campaign. Develop a “See Something, Say Something, Do Something” campaign to give faculty and staff resources to help connect students to Cabrillo and increase student retention. The campaign will be based on the RP’s Student Support (Re)defined research and offer simple ways that faculty and staff can intervene and refer students to get the support they need; from tutoring assistance to finding them a place to live. Target Date: Spring 2015. Responsible person(s): President, Vice President of Student Services. ACTIVITY B.3 MESA Support. Cabrillo’s MESA is an existing, successful equity transfer program whose mission is to assist the educationally disadvantaged, low income students in a science, engineering or mathematics major to successfully complete lower division coursework and navigate to transfer. Latino students, who comprise one of the most underrepresented groups in STEM fields, and the low income first-generation student make up the majority of the population served by MESA. The program delivers comprehensive academic, counseling and professional development support to its members. A critical need exists for additional staffing to respond to student need for more open hours, additional peer tutors, additional faculty and instructional assistant hours and expanded services in general. In addition to augmenting support for MESA on the Aptos campus, establishing a MESA presence at the Watsonville Center through tutoring or instructional assistant hours would extend these services to a large segment of the target population. Target Date: Ongoing. Responsible person: MESA Director/STEM Center Coordinator.



ACTIVITY B.4 Athletic Study Hall. In cooperation with the Tutoring Center, this activity will provide additional tutoring support for student athletes, particularly those from target groups who have been recruited to come to Cabrillo and may not be aware of the academic culture and services here. Due to practice and game schedules athletes are finding it difficult to get to regular campus tutoring centers. This additional support will target evening and weekend hours that are tailored to their specific needs. Target Date: Spring 2015. Responsible person: Athletic Director, Tutoring Center Coordinator, Dean of HAWK.

ACTIVITY B.5 Follow-up Services (Early Alert). This activity is a required service under Student Success and Support Programs (SSSP). More information about this activity is available in the SSSP program plan. Target Date: Fall 2015. Responsible person(s): Vice President of Student Services, Dean of Counseling and Education Support Programs.

EXPECTED OUTCOME B.1 Increase by 5% the percent of target population students who successfully complete one semester of course(s) and continue to enroll in the following semester (see area D). Year Two and Three Activities

• Expand Learning Communities for math, English, and transfer • Expand support for SI-type activities and a designated coordinator • Expand support for MESA at the Watsonville Center




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.”


GOAL C

ACTIVITY C.1 Increase the number of African American, American Indian, Latino and Filipino students (18-25 yr. old) who successfully complete basic skills courses and move on to college level math and English courses. It will also help to increase the number of students who complete degrees and certificate and decrease the transfer time. Supplemental Instruction (SI) and other models for peer-led team learning have been shown to increase student success through improvement in course success rates during the current semester and in subsequent related classes. Sessions are held once or twice a week, from 1-2 hours each. Students work on current topics from the associated class as well as address optimal approaches in studying the material. Sessions can involve discussions or more active problem-solving activities on the part of the student participants. The sessions are facilitated by trained student peers who have completed the course at a mastery level. In some models, the peer leaders will also be paid to attend class sessions. Peer leaders also help recruit participants by promoting the sessions in the class, as well as coordinate with the instructor about topics to review in the weekly sessions. The resources needed to fund this include a student assistant hourly budget, classroom space, and supplies for the SI sessions. Target Date: Fall 2015 Responsible person: Dean of Education Centers & Online and Innovative Learning/Basic Skills faculty/STEM Center. ACTIVITY C.2 Math Pedagogy and Pathways. Math is a critical area for student success. Campus and state-wide research shows that focusing effort to improve math completion will increase most measures of student success. A focused curricular project in math to look at best practices in curriculum, acceleration, K-12 preparedness and professional development will have positive impact for those student groups experiencing disproportionate impact. ACTIVITY C.3 Tutoring. Tutoring is an activity that has been shown to increase student persistence and successful completion of math and English courses. Student Equity funds will be used to increase the number of student tutors in math, English/ESL and reading.

EXPECTED OUTCOME C1 Increase by 6% the number of students that complete Basic Skills courses and move on to college level math and English from baseline year.

EXPECTED OUTCOME C2 Math Plus will increase math level placement of participating students by one level.



Year Two and Three Activities • Pathway to link ESL/Basic skills more closely to transfer courses (CBI model) • ESL Certificate




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.”


GOAL D Increase the number of African American, American Indian, Latino and Filipino students who successfully complete degree or certificate at Cabrillo College effectively closing the achievement gap. Goal is to also help meet the requirement set by the California Community College Board of Governors to increase the number of college graduates by 50% by 2020.

ACTIVITY D.1 Design ways to increase the use of the “Instructors Toolkit and Best Practices to Facilitate Student Success” and participation in the Faculty Consultation Network by all instructional and student service faculty. Faculty Senate has developed an excellent set of tools and processes designed to increase the quality of teaching and learning at Cabrillo College. The desire is to have widespread participation in the Faculty Consultation Network and Toolkit to increase student success. The Toolkit provides the instructors with tips on how to have conversations with their classes about majors (programs of study), careers and the importance of having a Student Educational Plan (Student Planning). Target Date: Spring 2015. Responsible person(s): Professional Engagement Committee, Faculty Senate. ACTIVITY D.2 Required Education Planning Workshops and an Orientation to College course. Cabrillo now requires new students to complete an Education Planning workshop and directs all new high school students from our county, due to capacity issues, to take an Orientation to College course. These are designed to introduce the importance of having an Ed Plan, how to develop a plan, and choosing a specific program of study (major). Target Date: Spring 2015. Responsible person(s): Dean of Counseling and Educational Support Programs. ACTIVITY D.3 “Cabrillo Connects” Mentor Program for new students. The aim of the Cabrillo Mentoring Program will be to provide personal, academic and career advice to Cabrillo College students at both the Aptos and Watsonville locations. Mentoring will be done by trained volunteer staff and faculty at the college. Initially the focus will be on students who volunteer, are entering college for the first time, and are first-generation college students. It is important to point out that this mentoring program is not meant to replace or compete with the professional academic counselors on campus, nor the mental health experts in the student health center or the varied forms of advocacy provided to Cabrillo students within the learning communities. The goal is to work in conjunction with these resources where we can provide a well-informed experience for our students. Target Date: Fall 2015. Responsible person(s): Vice President, Student Services; O2 Faculty group, MESA Director. ACTIVITY D.5 Pedagogy and Pathways Equity Project. The helpful feedback from the Equity Committee and discussions with the math and English departments have resulted in the creation of a new staff development project as part of the Equity Plan. The focus is on aiding departmental faculty in math, reading, ESL and English,



plus members from key Student Services departments, to design, undertake and assess equity Action Research projects and to use the results to achieve integrated planning to further equity on campus. The staff professional development project will take place over several years and will include Habits of the Mind and Leading from the Middle for faculty and staff. Initial focus will be on key areas that can be measured and have an impact on student equity and closing the achievement gap. Target Date(s): Spring 2015-Spring 2017. Responsible person(s): President; Professional Engagement and Transformational Learning Committee and faculty O2 group. ACTIVITY D.6 Financial Coaching and Literacy. Financial coaching for low income students receiving financial aid. How to make appropriate choices for using financial aid, minimizing loan access and planning for future spending. WSFNCC Grant funded activity that is specifically related to Student Equity. ACTIVITY D. 7 Accessing Public Benefits. Students who are identified as low-income and students in Orientation to College courses will be screened for possible qualification for public benefits such as CalWORKs/TANF and CalFresh/SNAP and Covered California/ACA. This WSFNCC Grant-funded activity is specifically related to Student Equity. EXPECTED OUTCOME D Increase the Scorecard Completion metric for target groups by 5%. Year Two and Three Activities

• Expand Ed Planning workshops to specific target populations to address unique issues. • Online degree and certificate petition • Degree and certificate faire for current students to help them with early identification of program of

student and transfer options • CTE Pathways




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.”

TARGET POPULATIONS: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and WIA students) and students enrolled in Basic Skills and ESL courses.

GOAL E Increase the number of target student populations who transfer to and enroll in a university or college to complete a bachelor’s degree.

ACTIVITY E.1 Institutionalize the use of the “Instructors Toolkit and Best Practices to Facilitate Student Success” and the Faculty Consultation Network among all instructional and student service faculty. Faculty Senate has developed an excellent set of tools and process designed to increase the quality of teaching and learning at Cabrillo College. Desire is to have widespread participation in the Faculty Consultation Network and Toolkit to increase student success. The Toolkit provides the instructors with tips on how to have conversations with their classes about majors (programs of study), careers, and the importance of having a Student Educational Plan (Student Planning). Target Date: Spring 2015. Responsible person(s): Professional Engagement Committee, Faculty Senate. ACTIVITY E.2 Equity Counselor. Increase counseling focus on target populations by additional counseling involvement and activities targeting students who will benefit from supplemental support. ACTIVITY E.3 MESA Support. Cabrillo’s MESA is an existing, successful equity transfer program whose mission is to assist the educationally disadvantaged, low income students in a science, engineering or mathematics major to successfully complete lower division coursework and navigate to transfer. Latino students, who comprise one of the most underrepresented groups in STEM fields, and the low income first-generation student make up the majority of the population served by MESA. The program delivers comprehensive academic, counseling and professional development support to its members. A critical need exists for additional staffing to respond to student need for more open hours, additional peer tutors, additional faculty and instructional assistant hours and expanded services in general. In addition to augmenting support for MESA on the Aptos campus, establishing a MESA presence at the Watsonville Center through tutoring or instructional assistant hours would extend these services to a large segment of the target population. Target Date: Ongoing. Responsible person: MESA Director/STEM Center Coordinator.

EXPECTED OUTCOME E.1.1 Increase the overall transfer rate by 8% of American Indian, Filipino, Latino, Current and Former Foster Youth, Mobility Impaired, BOG Aid receivers within a five year period from baseline year. YEAR TWO AND THREE ACTIVITIES

• Parent Educational workshops to help them better understand the college options and encourage their students to transfer to universities

• ASC/DSPS Transition workshops to university services




F. STUDENT SUCCESS AND SUPPORT PROGRAM SERVICES

“The effect of the requirements related to mandatory participation of new students in SSSP services and enrollment priority on indicators A-E above, as well as the loss of Board of Governors (BOG) fee waiver of new students.”

TARGET POPULATIONS: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and WIA students) and students enrolled in Basic Skills and ESL courses.

GOAL F Beyond the requirement for all new students to complete assessment, orientation, and educational planning, Cabrillo College will develop a comprehensive follow-up system that will allow the college to respond to multiple academic and personal issues that may be barriers to degree and transfer completion. Using the Student Retention module in Colleague, a process will be developed to identify and intervene with students who are having personal and academic challenges. (See the Cabrillo SSSP Plan for additional details.)

ACTIVITY F.1 In collaboration with our WSFNCC grant, the college is developing a series of services that meet the needs of the whole student. Services will be grouped into four main areas that can be thought of as pillars supporting the entire strategy.

• Education and employment services: Services that provide students with the skills needed to enter and retain employment and advance in the career of their choice.

• Work and income supports: Services that assist students in accessing public benefits and other income supports in order to increase family economic stability and encourage college retention and completion.

• Financial and asset building services: Services that build the financial knowledge of students, increase their access to savings and wealth-retaining financial products, and encourage the meeting of both short- and long-term financial goals.

• Increase intensive follow-up services: Through an integrated system that allows us to track students who are having academic and personal difficulties.

The college will implement a combination of “high-touch” services that provide individualized services for students such as financial coaching and “low-touch” services that are less intensive, yet reach a wider number of students, such as a financial planning module in a required student success course. Also: Financial literacy workshops, including financial and asset building; FAFSA completion workshops; workshops to assist with public benefits; career decision-making and job readiness workshops; and develop community partnerships to support successful employment for disadvantaged populations.

Target Date: Spring 2015. Responsible persons: Vice President, Student Services, Director of Fast Track to Work (WFSNCC Grant), Dean of Counseling and Educational Support Programs.

EXPECTED OUTCOME F.1 Increase the financial stability to Cabrillo’s target populations to remove barriers beyond the classroom that are hindering their educational success by reducing the number of students needing financial aid. These metrics will be fully operationalized in our Working Family Support Network (WFSN) grant activity currently underway. Currently proposed metrics include: • Increase number of Pell eligible students receiving Pell grants by at least 10% by 2017



• Increase the credit scores of students receiving financial literacy training by at least 50 points within two years after receiving training

In addition, wage tracking will be explored to determine achievement of a living wage after program completion or other significant progress milestone such as earning 30 units.



Budget



SOURCES OF FUNDING

Student Equity Funds: ($591,262) Goal Funded Item Amount A Bilingual Outreach $15,000 A Foster Youth/Veterans Support Program Coordinator

(salary and benefits) $85,000

A Assessment Pilot $5,000 B Retention Campaign $3,000 B, E MESA Supplemental Support $40,000 B-C Supplemental Instruction $53,762 B, C, E Tutoring (ESL and Writing & Math Labs) $25,000 B-F Math Pathways/Curricular Planning $80,000 C Math Plus $50,000 D Cabrillo Connects Mentor Pilot Program $10,000 B, E Athletic Study Hall $4,500 A-F Research Support $30,000 A-F Equity Counselor (salary and benefits) $110,000 A-F Professional Development (Pathways and Pedagogy) $80,000 TOTAL $591,262 WSFN grant: ($100,000 a year for 3 years) • Financial Literacy workshops, including financial and asset building • FAFSA Completion workshops • Workshops to assist qualified students in obtaining public benefits • Job Readiness workshops • Build community partnerships to support successful employment for economically disadvantaged

populations Current and Former Foster Youth Donation and Career Ladders grant: ($125,000)

The Cabrillo College Foundation received a donation in the amount of $100,000 (2014-2015) from an anonymous donor to support and mentor Cabrillo College Current and Former Foster Youth. We have an additional $25,000 from a Career Ladders grant for student support.

This donation and grant allows us to: • Award scholarships and stipends to Current and Former Foster Youth • Provide outreach and transition services



Evaluation Schedule and Process



EVALUATION SCHEDULE AND PROCESS

The Planning and Research Office (PRO) will work with activity leads and campus constituencies to monitor student equity metrics and design and implement focused evaluations for funded activities. Key components of the evaluation will include:

a. Longitudinal metric review: All metrics in this plan will be updated on an annual basis. b. Focus evaluations: Each funded activity will have an evaluation developed to measure the contribution

of the activity to reducing disproportionate impacts. The first evaluation plan will be developed in December 2014 and all first year evaluation plans completed by spring 2016.

c. Budget and Participant Monitoring: Internal monitoring of budget allocations, expenditures, and number of students served will be continuously tracked and reported annually.

d. Summative evaluation report: A comprehensive report will be created at the end of the three-year period summarizing objectives, measurable outcomes, the level of achievement on each outcome, and the impact of funded activities.

Student Education Plans (SEP) activities allocated to departments, services, and units will be documented in a smartsheet allowing campus constituencies to contribute to activity tracking and monitor progress. The smartsheet will be updated at least quarterly. The Student Equity and Success Committee (SESC) will be the primary committee responsible for coordinating oversight and report dissemination. SESC will coordinate the reporting of progress on at least an annual basis to:

• College Planning Council • Student Senate • Classified Union • Faculty Senate • President’s Cabinet • Governing Board

Offices supporting SESC’s oversight and reporting include: • Office of the Vice President of Student Services • Planning and Research Office • Budget Services Office

In addition, the College recognizes the connection among the Student Equity Plan, the Basic Skills Plan, the Student Support Services and Programs (3SP) Plan, and the College Strategic Plan (CSP). The Student Equity Plan activities and evaluation efforts will be coordinated with the 3SP Plan and the CSP through:

• Institutional Effectiveness Committee • Council of Instructional Planning (a program planning committee) • Student Services Council (a program planning committee) • Administrative Council (a program planning committee)



Thanks to the Student Success and Equity Committee along with staff and faculty who contributed to the Student Equity Plan:

Dennis Bailey-Fougnier Ed Braunhut

Enrique Buelna Jennifer Cass

Natalia Cordoba-Velasquez Leslie DeRose

Michelle Donohue Vicki Fabbri Joyce Flager Eric Grabiel Matt Halter Ian Haslam

Adela Najarro Diego Navarro Jason Malone

Michael Mangin Rachel Mayo

Beth McKinnon Graciano Mendoza

Margery Regalado Rodriguez Barbara Schultz-Perez

Nancy Phillips Sue Tappero Alex Taurke

Terrence Willett Christina Che

Christopher Reinoldson Martin Vargas-Vega



Attachments



ATTACHMENTS

Attachment A Cabrillo College Faculty Senate

Student Success: Definition of student success at Cabrillo College Across campus, faculty members are connecting to share innovative strategies for facilitating student success. This document elucidates the definition of student success from a faculty perspective. 02 Group Definition of student success: Successful students cultivate habits and skills that facilitate effective navigation through Cabrillo and the achievement of personal and professional goals. A successful student will:

• Think critically, communicate effectively, cultivate global awareness and develop personal and professional responsibility

• Find Purpose o Develop sense of self; identify personal goals and “path” o Find joy in the learning process and become lifelong learners o Explore career options o Explore and develop their role in the larger community

• Make college a priority o Make a commitment of time and money o Value their time in college

• Complete classes and attain professional skills o Complete CTE requirements o Acquire Basic Skills o Perform at Transfer-level o Complete course(s) & develop skills that support professional goals o Learn as much as possible while working toward a goal

• Develop habits of successful students and professionals (“habits of mind”) o Respond to mistakes and personal and professional setbacks with resiliency o Develop skills to overcome personal and professional challenges

• Develop interpersonal skills o Effectively collaborate and communicate with others whose backgrounds and ideas might be

different than one’s own o Build community on campus

• Effectively navigate the college experience o Find pathways and programs that lead to completion and success o Access courses and resources that facilitate progress through the college experience o Successfully complete degree, certificate, and transfer programs



Attachment B

Student Equity and Student Success Programs This chart is an attempt to provide a comprehensive list of programs that are working to close the achievement gap and increase student success at Cabrillo College. Programs have a variety of funding sources; not just Student Equity or SSSP funding. Student Equity Target Populations: Latinos, African Americans, Current and Former Foster Youth, Veterans, ASC/DSPS, Pell-eligible students (including EOPS/CARE, CalWORKS, and WIA, students) and students enrolled in Basic Skills and ESL courses. Program Target Population Funding

Sources* Responsible Person(s)

Supplemental Instruction (new)

Basic Skills (under prepared)

SE Dean of Innovative Learning, Deans of NAS & BELA, Basic Skills Coordinator

Summer Math Plus (new)

Basic Skills (under prepared)

SE Dean of NAS, Math Faculty, Basic Skills Coordinator

WSFNCC (new) Economically disadvantaged students (1st yr. target pop.-CalWORKs, EOPS/CARE, Foster Youth, WIA)

WFSNCC grant (Achieving the Dream)

Director of Fast Track to Work, Foster Youth Independence Coordinator

New Student Mentor Program (new, pilot)

New High School Students from South County (Latinos)

SE Vice President, Student Services; Vice President, Instruction; Outreach

Retention Campaign (new, pilot)

Latinos Students SE Vice President, Student Services; Dean of C&ESS

Ed Plan Workshops All new students SSSP,GF Dean of C&ESS, Director of Counseling Baskin Girls in Engineering

Women in STEM BG Engineering Faculty and Staff

Assessment Pilot (new) Latinos Students SE Math faculty, Dean of C&ESS, Assessment Coordinator

Outreach to At-Risk Youth (including Bilingual outreach)

Latinos, Foster Youth, women in STEM, Educationally and Economically disadvantaged

SE, CCF, GF, CLG Perkins

Dean of Students, Outreach Specialist, Outreach Program Coordinator, Learning Communities Coordinator, Foster Youth Independence Coordinator

Fostering Youth Independence Program

Current and Former Foster Youth students

SE, CCF, CLG Dean of Students, Foster Youth Program Coordinator

Probation/Dismissal Workshops

Students not making satisfactory progress toward a degree/certificate

SSSP, GF Dean of C&ESS, Director of Counseling

EOPS/CARE, FTTW (CalWORKs/WIA), ASC

Economically Disadvantaged & disabled students

CAT Dean of C&ESS, program faculty and staff



Faculty Consultation Network and Toolkit

Degree/Certificate Completion and Transfer students

GF Faculty Senate

Follow-up (Early Alert) (new)

Economically and Academically at risk students

SSSP/GF Vice President, Students Services; Dean of C&ESS, Dean of Student Services

Student Planning (electronic Ed Plans)

All Students SSSP, GF Dean of C&ESS

Veterans Resource Center

Veterans SE, GF, CCF, VA Dean of Student Services, Veterans Program Coordinator

Basic Skills Initiative (BSI)

Basic Skills students CAT Vice President, Instruction, BSI coordinator, Dean of BELA, Dean of NAS

Academy of College Excellence (ACE), STARS, PUENTE, Learning Communities

Basic Skills students GF Vice President, Instruction, Dean of Innovative Learning, Learning Communities Coordinator, Dean of BELA

Women’s Educational Success (WES) & Emergency Loan/Grant Program

Economically disadvantaged students

CCF, ASCC Executive Director of the Cabrillo College Foundation, Vice President, Student Services, WES Advisors

Cabrillo Advancement Program (CAP)

Latinos and Economically disadvantaged youth

CCF Dean of Student Services, CAP Counselor

Financial Aid/Scholarships

Economically Disadvantaged Students

DOE, CCF, ASCC Director of Enrollment Services, Assistant Director of Financial Aid

Tutoring. Math Center, Writing Center, STEM Center

All Students in need of academic assistance

GF, CCF, ASCC, TV

Tutoring Coordinator, Math, Writing & STEM Coordinators

Cabrillo Food Pantry Economically Disadvantaged Students

ASCC, CCF Dean of Student Services

Borrow a Book Economically Disadvantaged Students

ASCC Dean of Student Services

Student Support Conference Team

Students in Distress GF Dean of Student Services

*Funding source abbreviation key: SE-Student Equity; SSSP-Student Success and Support Programs; GF-General Fund; WFSNCC, Working Families Success Network Community Colleges grant; T5-Title V; BG-Baskin Foundation Grant; CF-Community Foundations; CCF-Cabrillo College Foundation; Perkins-Perkins Grant; CAT-State categorical funds; CLG-Career Ladders Grant; VA-Veterans Administration; ASCC-Associated Students of Cabrillo College; DOE-US Department of Education; TV-Title V grant;



Attachment C

Table of Concern

ID Area Metric Indicator Group DII DDI Descriptor 1 A Access Access 35 to 39 74.7% Concern 2 A Access Access 40 to 49 47.1% Great concern 3 A Access Access 50 + 35.3% Great concern 4 A Access Access Veterans 22.1% Great concern 5 B Success Basic Skills Success African American 61.0% Great concern 6 B Success Basic Skills Success 17 or less 77.8% Concern 7 B Success Basic Skills Success 18 & 19 68.9% Great concern 8 B Success Basic Skills Success 20 to 24 78.5% Concern

9 B Completion Non-Basic skills Completion African American 74.8% Concern

10 B Completion Non-Basic skills Completion

American Indian/Alaska Native 78.5% Concern

11 B Completion Non-Basic skills Completion Latino 77.8% Concern

12 B Completion Non-Basic skills Completion Pacific Islander 73.4% Concern

13 B Completion Non-Basic skills Completion 18 & 19 78.1% Concern

14 B Completion Non-Basic skills Completion 20 to 24 76.8% Concern

15 B Completion Non-Basic skills Completion Foster Youth 73.7% Concern

16 B Success Non-Basic Skills Success Foster Youth 73.7% Concern

17 C Remedial ESL Remedial 20 to 24 71.8% Concern 18 C Remedial ESL Remedial 25 to 39 47.9% Great concern 19 C Remedial ESL Remedial 40 + 22.3% Great concern 20 C Remedial ESL Remedial Filipino 0.0% Great concern 21 C Remedial English Remedial 20 to 24 64.3% Great concern 22 C Remedial English Remedial 25 to 39 69.5% Great concern 23 C Remedial English Remedial 40 + 40.4% Great concern 24 C Remedial English Remedial African American 77.2% Concern

25 C Remedial English Remedial American Indian/Alaska Native 56.2% Great concern

26 C Remedial English Remedial Latino 75.1% Concern 27 C Remedial English Remedial Pacific Islander 60.5% Great concern 28 C Remedial Math Remedial Male 74.9% Concern 29 C Remedial Math Remedial 40 + 48.8% Great concern



30 C Remedial Math Remedial African American 12.6% Great concern

31 C Remedial Math Remedial American Indian/Alaska Native 41.4% Great concern

32 C Remedial Math Remedial Asian 70.4% Concern

33 C Remedial Math Remedial Latino 67.3% Great concern

34 D Completion Overall Completion 20 to 24 51.2% Great concern 35 D Completion Overall Completion 25 to 39 59.7% Great concern 36 D Completion Overall Completion 40 + 78.8% Concern 37 D Completion Overall Completion African American 66.8% Great concern

38 D Completion Overall Completion American Indian/Alaska Native 67.0% Great concern

39 D Completion Overall Completion Latino 68.7% Great concern 40 D Completion Prepared Completion 20 to 24 53.6% Great concern 41 D Completion Prepared Completion 25 to 39 53.6% Great concern 42 D Completion Prepared Completion 40 + 77.4% Concern

43 D Completion Prepared Completion American Indian/Alaska Native 46.6% Great concern

44 D Completion Remedial Completion 20 to 24 60.7% Great concern 45 D Completion Remedial Completion 25 to 39 71.4% Concern 46 D Completion Remedial Completion African American 65.4% Great concern 47 D Completion Remedial Completion Latino 78.3% Concern

48 D Persistence Overall Persistence American Indian/Alaska Native 71.0% Concern

49 D Persistence Prepared Persistence 20 to 24 69.9% Concern 50 D Persistence Prepared Persistence 40 + 50.4% Great concern

51 D Persistence Remedial Persistence American Indian/Alaska Native 64.0% Great concern

52 D 30 Units Overall 30 Units 20 to 24 72.7% Concern 53 D 30 Units Remedial 30 Units 20 to 24 77.2% Concern 54 D 30 Units Prepared 30 Units 20 to 24 51.6% Great concern 55 D 30 Units Prepared 30 Units 25 to 39 61.9% Great concern

56 D 30 Units Prepared 30 Units American Indian/Alaska Native 45.6% Great concern

57 D 30 Units Prepared 30 Units Filipino 68.4% Great concern 58 D CTE CTE 25 to 39 69.7% Concern

59 D CTE CTE 40 + 70.9% Concern

60 E Transfer Transfer American Indian/Alaska Native 71.1% Concern

61 E Transfer Transfer Filipino 65.1% Great concern 62 E Transfer Transfer Latino 69.8% Great concern 63 E Transfer Transfer 20 to 24 50.2% Great concern 64 E Transfer Transfer 25 to 29 64.0% Great concern



65 E Transfer Transfer 35 to 39 24.2% Great concern 66 E Transfer Transfer 40 to 49 71.1% Concern 67 E Transfer Transfer 50 + 20.5% Great concern 68 E Transfer Transfer Mobility Impaired 48.4% Great concern 69 E Transfer Transfer Other Disability 72.6% Concern

70 E Transfer Transfer Received BOG (Board of Governors) Aid 71.5% Concern

71 E Transfer Transfer Received Other Financial Aid (Except BOG or Pell) 78.3% Concern

72 E Transfer Transfer Received Pell Grant 73.9% Concern

73 E Transfer Transfer Foster Youth 67.8% Great concern



Attachment D

Equity indicators by demographic group



REFERENCES California Community Colleges Student Support Task Force (2012). Advancing student success in the California Community Colleges: Recommendations of the California Community Colleges Student Success Task Force. Uniform Guidelines on Employee Selection Procedures (1978); 43 FR 38295, (August 25, 1978); 29 CFR Part 1607. MDC Working Families Success Strategy College Implementation Guide: www.wfsncollegeguide.org Student Support (Re)defined http://www.rpgroup.org/projects/student-support-redefined Cabrillo College Student Equity and Success Committee Resource List (website): http://www.cabrillo.edu/services/studserv/StudentSuccessSteeringCommittee.html

Studies on Accelerated Learning • Lays out the problem:

http://www.carnegiefoundation.org/developmental-math • From the Community College Research Center at Columbia University:

http://ccrc.tc.columbia.edu/publications/acceleration-through-holistic-support-model.html

http://ccrc.tc.columbia.edu/presentation/lessons-learned-from-five-years-of-developmental-education-acceleration.html

http://ccrc.tc.columbia.edu/publications/ccbc-alp-student-outcomes-follow-up.html

http://ccrc.tc.columbia.edu/publications/accelerating-academic-achievement-developmental-education.html?UID=867

http://www.learningworksca.org/changingequations/ • MDRC Evaluations:

http://www.mdrc.org/publication/fast-forward

http://www.mdrc.org/project/developmental-education-initiative#featured_content • Carnegie Foundation for Advancement of Teaching:

http://www.carnegiefoundation.org/quantway

http://www.carnegiefoundation.org/statway • Recent Inside Higher Ed Article:

The statistics from the following article about an accelerated math program at Los Medanos College includes the ACE Program there: http://www.insidehighered.com/news/2013/10/21/california-community-colleges-cautious-experiment-accelerated-remediation Best Practice and Student Success at Cabrillo (Power Point) Dr. Ian R. Haslam

A Matter of Degrees: Promising Practices for Community College Student Success OECD reviews of vocational education and training; Learning for Jobs The Path to Quality Teaching in Higher Education

STUDENT SUCCESS SUMMIT September 2013 Guidelines to Boosting Student Success The Case for On-Time Registration Updating the Traditional Academic Advising Model for the 21st Century Learning, Teaching, and College Completion

http://www.wfsncollegeguide.org/

http://www.rpgroup.org/projects/student-support-redefined

http://www.cabrillo.edu/services/studserv/StudentSuccessSteeringCommittee.html

http://www.carnegiefoundation.org/developmental-math

http://ccrc.tc.columbia.edu/publications/acceleration-through-holistic-support-model.html

http://ccrc.tc.columbia.edu/presentation/lessons-learned-from-five-years-of-developmental-education-acceleration.html

http://ccrc.tc.columbia.edu/publications/ccbc-alp-student-outcomes-follow-up.html

http://ccrc.tc.columbia.edu/publications/accelerating-academic-achievement-developmental-education.html?UID=867

http://www.learningworksca.org/changingequations/

http://www.mdrc.org/publication/fast-forward

http://www.mdrc.org/project/developmental-education-initiative#featured_content

http://www.carnegiefoundation.org/quantway

http://www.carnegiefoundation.org/statway

http://www.insidehighered.com/news/2013/10/21/california-community-colleges-cautious-experiment-accelerated-remediation

http://www.insidehighered.com/news/2013/10/21/california-community-colleges-cautious-experiment-accelerated-remediation

http://www.cabrillo.edu/services/studserv/documents/2013StudentSuccessHaslam.pptx

http://www.cabrillo.edu/services/studserv/documents/CommCollSuccess.pdf

http://www.cabrillo.edu/services/studserv/documents/OECDVocationaleducation.pdf

http://www.cabrillo.edu/services/studserv/documents/qualityteachinginhighereducation.pdf

http://www.cabrillo.edu/services/studserv/documents/GuidelinetoBoostingStudentSuccess.pdf

http://www.cabrillo.edu/services/studserv/documents/OBanion_WilsonTheCaseforOn-TimeRegistration.pdf

http://www.cabrillo.edu/services/studserv/documents/Updatingthetraditionalacademicadvisingmodelforthe21stcentury.pdf

http://www.cabrillo.edu/services/studserv/documents/Learning_TeachingandCollegeCompletionAACC.pdf



The Completion Agenda: To What End? Keynote: The Completion Agenda

Cabrillo College Implementation of Student Success Initiative

Why Poor Students' College Plans 'Melt' Over the Summer NPR

Local Interpretation of the Scorecard Planning & Research Office

Cabrillo's SSTF Progress Chart

Cabrillo Timeline for Implantation of SB 1456

Using Student Voices to Redefine Support (Power Point) Kathy Booth, Darla Cooper, Kelley Karandjeff, Michael Large, Nathan Pellegrin, Rogeair Purnell, Diane Rodriguez-Kiino, Eva Schiorring, & Terrence Willet

CSSO Spring Institute, March 14, 2012 - Supporting Student Success: A vision for evidence-based reform (PowerPoint) Melinda Mechur Karp, Ph.D.

Notes from February 2013 Flex Week Session on Student Success

Notes from February 19, 2013 Faculty Senate Implementation of Student Success Task Force Recommendations Progress Chart from January 7, 2013 Board of Governors Meeting

Student Success Act Implementation Update (2Mb PowerPoint) Linda Michalowski, Vice Chancellor, CCCCO & Sonia Ortiz-Mercado, Dean of Students, CCCCO

Student Success Update (1.1Mb PowerPoint) Patrick Perry, Vice Chancellor, CCCCO

Setting Our Sights (307K PowerPoint) Kathy Booth, Executive Director, RP Group

CCCCO Student Success Web Site

Timeline for Implementation

http://www.cabrillo.edu/services/studserv/documents/TheCompletionAgendaToWhatEnd.pdf

http://www.cabrillo.edu/services/studserv/documents/G1KeynoteTheCompletionAgenda_OBanion.pdf

http://www.cabrillo.edu/services/studserv/documents/CabrilloCollegeImplementationofStudentSuccessInitiative.pdf

http://www.npr.org/2013/07/16/202566709/why-poor-students-college-plans-are-hijacked-over-the-summer?utm_medium=Email&utm_source=share&utm_campaign=

http://www.cabrillo.edu/services/pro/scoreCard/

http://www.cabrillo.edu/services/studserv/documents/CabrilloSSTFProgressChart_000.pdf

http://www.cabrillo.edu/services/studserv/documents/CabrilloTimelineforImplementationofSB1456_000.pdf

http://www.rpgroup.org/sites/default/files/StudentPerspectivesResearchReportJan2013.pdf

http://www.cabrillo.edu/services/studserv/documents/Karp_MelindaCApresentation_3-02-12.ppt

http://www.cabrillo.edu/services/studserv/documents/FlexSP2013Notes.pdf

http://www.cabrillo.edu/services/studserv/documents/FacultySenateNotes021913.pdf

http://extranet.cccco.edu/Portals/1/ExecutiveOffice/Board/2013_agendas/january/3_3_sstf_initiative_progress.pdf#page=1&zoom=auto,0,612

http://extranet.cccco.edu/Portals/1/ExecutiveOffice/Board/2013_agendas/january/3_3_sstf_initiative_progress.pdf#page=1&zoom=auto,0,612

http://www.cssofficers.org/documents/2013spring/success_implementation_update.pptx

http://www.cssofficers.org/documents/2013spring/CSSO_2013_perry.pptx

http://www.cssofficers.org/documents/2013spring/setting_our_sights.pptx

http://extranet.cccco.edu/Divisions/StudentServices/Matriculation/SB1456StudentSuccessActOF2012.aspx

http://extranet.cccco.edu/Portals/1/SSSP/Matriculation/SB1456StudentSuccessActOf2012/SB1456ImplementationTimelineStudentSuccessSupportProgram.pdf

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