Overview of Cañada

College Integrated Plan

Rebekah Taveau, ACES Co-Coordinator/ESL Professor, taveaur@smccd.edu

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David Reed, Interim Dean of Academic Support and Learning Technologies Division, ACES Co-Coordinator, reedd@smccd.edu

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Overview

• What the state chancellor’s office asked of us
• The Process
• What we did
• Progress highlighted from 2015-2016
• Goals to complete by 2019
• What’s next

What did the state chancellor’s office ask us?

1. A. Assess previous program efforts 15-16 in Student Equity, SSSP, & BSI. B. To what do we attribute our success? C. Identify goal intersecting all three.�Describe:
2. activity resulting in significant completion or closing of gaps
3. future integrated goals to complete by June 2019
4. how college will accomplish integration to meet the goals
5. Non-credit
6. PD plans
7. How and how often will we evaluate progress
8. How we will coordinate with other colleges in district
9. Integrated budget plan
10. Executive plan
11. Support needs from Chancellor’s office

Process

Team: Diva Ward, Tracy Huang, Gloria Darafshi, Rebekah Taveau, and David Reed

Work: Met regularly since Aug. Some 3CSN training, Consulted Cañada faculty, staff, and administration, researched, drafted, and shared with whole campus.

Next: Integrating your feedback.

Due: Submit to Board this Fri. 17. Board Presentation 11/29, Jan. 31 2018 Submission to Board

What we did in a nutshell

PP 1-6: We detailed our 2015-2016 progress highlighting:

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What we did in a nutshell cont’d

PP. 6-7: We identified the one goal of “Supporting timely completion of ESL and Basic Skills English and Math sequences” which intersects SSSP, Student Equity, BSI. To address the goal we provided:

• Extended Counseling to Basic Skills Students
• Retention Specialist work
• Embedded Tutoring
• BSI Coordination for proactive registration attendence�Word and Math Jams
• Inquiry projects proactive registration

What we did in a nutshell cont’d

Describe one activity that led to significant gains in completion or closing achievement gaps

• PP. 7-10: We talked about Pro-active Registration
• Strong quantitative data (graph by Maggie Baez next slide)
• Correlated with increased basic skills re-enrollment
• Powerful qualitative data: quotes, experiences, and anecdotes

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What we did cont’d

Describe one activity that led to significant gains in completion or closing achievement gaps

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What we did in a nutshell: 5 Integrated Goals

PP. 10-14: Describe future integrated goals to complete by June 2019.

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1. ACCESS Increase full-time enrollment of new and continuing students from low socio-economic backgrounds, in particular students coming to the college from North Fair Oaks and East Palo Alto

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We will address goal 1 through: Orientations, Promise, counseling, CWA, ESL Coordination, ESl Retention Specialist, BSI and Retention Specialist off site outreach

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5 integrated goals cont’d: goal 2

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2. BASIC SKILLS Math completion and time to completion: Increase the percentage of students who progress from basic skills mathematics to college-level mathematics courses in 2 years from 18% to 25%. (Data from District Strategic Plan).

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We will address goal 2 through: Counseling for math 1st semester, SEPS, Multiple Measures, Disability Testing, Promise, Math Jams, BSI Retention, Proactive Registration, Counseling on and off campus

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5 integrated goals cont’d: goal 3

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3. BASIC SKILLS English completion and time to completion:

Increase the percentage of students who progress from basic skills English to college-level English courses in 2 years from 30% to 40%. (Data from District Strategic Plan)

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We will address goal 3 through: Counseling, SEPS, Multiple Measures, Disability Testing, Promise, Word Jams, BSI Retention, Proactive Registration, Counseling on and off campus, Puente

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5 Integrated Goals cont’d goal 4

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4. PERSISTENCE: Over the next two years, increase fall-to-spring persistence rate for disproportionately impacted students with a particular focus on African American and Latino/Hispanic students. Goal is to increase lowest DI group rate of African American students at 67% by five percent over the next two years and bring the persistence rate of Hispanic students up from 86% to the college average of 89%.

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We will address goal 4 through: ESL and BSI Retention Specialists, pro-active counseling, Puente, EOPS, STOP, Early Alert, ACES and PD focus on high impact practices to serve DI students.

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5 Integrated Goals cont’d goal 5

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5. COMPLETION RATE: Increase percentage of students who complete their educational goal (certificate, degree, and/or transfer) from 47.6% to 52.6%, with focus on goal completion by underprepared students�

We will address goal 5 through: Degree/Certificate/Transfer template, increase full time with Promise, EOPS, and International Program; transcript evaluation, institutionalizing acceleration, Guided Pathways, promotion of ESL awards, and ACES Inquiry data informed investigations of high impact practices to better serve DI populations and success of all students, planning of Equity themed lecture/workshop series

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What’s next?

• Your feedback via Novi survey
• Executive plan
• Nov. 15 Due to the board
• Nov. 29: Presentation to Board of Trustees for Approval
• Dec. Training to input plans into electronic portal
• Jan. 31, 2018: Due to Chancellor’s Office