SEA_Plan_2022-25_MetricSections_Final.xlsx

	A	B	C	E	G	I
1	Metric	Focus Population & Goals	Friction points (in no particular order)	Transformations needed (in no particular order)	Actions planned (in no particular order)	Equity advancing strategies and practices to be implemented

2	1 - Enrollment	Overall population since no gap for this metric Goal Y1: Continue to keep the gap closed Goal Y2: Continue to keep the gap closed Goal Y3: Continue to keep the gap closed	Current offerings do not meet the needs of all students.	Support and development of culturally relevant pathways for additional programs	Class & Program Offerings 1. Dual Enrollment 2. Strengthen programs/courses: Relevant to current needs, culture, and technology 3. Create new program, and renew/update current program to meet job market needs 4. Remote and Onsite courses: Improve student enrollment flexibility.	Dual Enrollment Bridge to Success Inreach & Outreach events (e.g. Welcome Day, Discover CCSF, etc.) Student Ambassadors/Peer Mentors Employee Orientation/Onboarding: Unconscious Bias course and/or other annual training opportunities Academic & Career Communities - RiSE efforts First Year Experience Program Basic Needs/SparkPoint Center efforts LanguageLine Solutions Extending Learning Community pathways into SFUSD
3				Faculty post class syllabi (in a standard format) on canvas and include their zoom meeting information. (e.g. zoom could be used for class as well as office hours).	Support and development of culturally relevant pathway Certificates & Programs (e.g., Develop courses that are culturally relevant that fulfill GE and Transfer, assure articulation at the State level for transferability; explore certificate/AA degree pairings, dual degrees and BA degrees)
4					Use Canvas to publish faculty course syllabi for student access.
5			Current institutional staffing limitations make it a challenge to implement and maintain the level of innovation and service without the structure to support programs.	Deconstruct our faculty/classified hierarchy and create spaces for administration, faculty and classified to design and solve problems.	Additional training for Administration, Faculty, and Staff to address bias in career recommendations and class schedules.
6			Do our outreach and enrollment systems place our equity populations in a particular pathway that perpetuates a stereotype of a group?	Implement holistic counseling based on students goals, solution oriented, and actively identifying and counteracting racial, gender and disability biases.
7			Many students come to the departments consulting where to meet, especially for remote classes.	It would be easier for students if instructor publish course on canvas with details a week before instruction start.	Keeping student-facing online resources up-to-date: CCSF website, publish departmental contacts, improve registration platform, ensure that instructional faculty connect with students prior to the start of the term, faculty post public facing syllabi.
8			Administration has a different vision and collective values that will impact operations and decisions that are made.	Infrastructure: staff & faculty to support the outreach and development of certificates --> degree as a dual degree.	Assure counselors, instructors, librarians and staff provide consistent accurate information to students. Encourage faculty to provide more complete information via Canvas.
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10	2 - English & Math	Black/African American students Goal Y1: Increase throughput rate so the gap is < 10% Goal Y2: Increase throughput rate so the gap is < 5% Goal Y3: Increase throughput rate so the gap closed	Registration system makes it difficult for students to register for the classes they need, particularly with the linked co-requisite coursework. It would nice if the co-requisite courses (the S sections for Math) are linked to the actual course so students don't have to register for the course the co-requisite course separately. For our equity populations, is there a way in the system to flag them and provide extra support as soon as possible?	Institutional Access: Streamlined support networks would help students navigate the college system, but it is necessary to ensure that specific and targeted programs that exist to help Black students and other equity populations are not diminished. There are student lost points between application to enrollment and we need to do a better job in identifying those students and bringing them back.	A better scheduling process and system that allows for multi-semester planning. Ensure that faculty and staff receive cross training, professional development, and are equipped with knowledge of different points of access and materials outlining those resources that can be shared with students.	AB 705 efforts Umoja Program OER/Zero Textbook Cost (ZTC) STAR Center Embedded Librarians Anti-racist Review Training Center for Urban Education - Equity in Faculty Hiring Student Success Networks - RiSE efforts First Year Experience Program Digital Equity Resources
11			Cost of textbooks continue to be very high.	Streamline college bureaucracy; intentional institution investment in books for students.	Funding to create curriculum in a Canvas Shell (English Lab) Implementation of OER Book Pack Book loan for the online support resources or homework packages Focus group to understand the needs of Black and African American students to complete a transfer-level Math or English course within a year. Based on their feedback and strategies that are successful at CCSF implement a pilot program in the Spring of 2023 or Fall of 2023.
12			Technology presents challenges too many students who do not have laptop and stable internet access. Some students may need more training on computer skills in order to handle the remote instruction and online coursework.	Holistic plans to address the complex needs of our Black students. For example, we cannot just give students technology and assume they know how to use it – there needs to be supports in place AS WELL AS guides to bring students to those supports.	Offer student-facing training sessions to enrich computer skills to help access, navigate and complete remote instruction and online coursework successfully for credit and noncredit students. Build these training opportunities and materials such as videos into the infrastructure based on student needs and representative of diverse student populations in collaboration with OLET.
13			Need for culturally relevant content and the methodology that is implemented in the Math and English courses.	Curriculum analysis and critique: Ongoing discussions among faculty with experts on practices that would make their pedagogies more race-conscious, equitable, and reflective of the racial equity populations we serve.	Culturally-relevant content that is implemented in the Math and English courses reflective of students of color, specifically Black students. Faculty pedagogy: Culturally responsive curriculum and teaching pedagogy, faculty professional development focusing on racial equity, anti-racism and how to support Black or African American students both inside and outside of the classroom.
14			Currently, the College does not have an effective early alert system. When Black or African American students face challenges and struggles, there is no effective way for instructional faculty and Student Affairs professionals to connect proactively and intentionally intervene in a timely manner.	An early alert system to bridge Academic Affairs and Student Affairs collaboration to holistically provide wrap-around support and early interventions for Black/African American students and other minoritized student populations inside and outside the classroom.	Research, purchase, & implement early alert platform.
15			Need for a diverse faculty pool that reflects and uplifts Black students in the classroom.	We need to enhance our hiring practices to diversify faculty, staff, and administration across disciplines and institutional operations and hire/replace vacant positions in a timely manner to provide direct student support and instruction.	Equitize, diversify and redesign hiring practices. Examine cohort hiring options... similar to SDSU.
16			How do we change the narrative for students to understand the benefits of tutoring?	Having embedded tutors in English and Math partner with programs such as UMOJA to be more present in those spaces. Encourage collaborations within the institution for those entities that need greater support.	Student evaluation of academic needs and experiences utilizing embedded/STAR tutoring support?
17				Evaluation: – are Black/African American students taking advantage of those resources? If not, why not? What are the structural hindrances to address that will facilitate greater use of these support systems?
18			Support students with expanded services such as embedded librarians, embedded tutors, evaluate effectiveness and refine with ongoing cycle of assessment and improvement.	Academic supports: The college has implemented various strategies to support student success in the transfer-level English and Math coursework by providing embedded tutors, embedded librarians in English courses, faculty advising, community of practice programs, etc.	Our “Welcome to the academic semester” package needs to include information where students can checkout laptops and hotspots. There are several campus locations that offer checkout services, however, students don’t seem to know about them. Make these technology opportunities more visible and accessible for students. Also, identify spaces where students can access computer labs on-campus when needed.
19				Focused support for programs designed to meet the needs of specific equity populations, especially Black students. We must acknowledge that change requires time and resources to develop, implement, and evolve effective strategies. There needs to be space for professional development, ongoing dialogue, reflective and data-informed analysis/critique of effectiveness. We also need to move away from thinking that investment in programs and practices designed to support specific communities is not as effective or as great an ROI as larger interventions. Invest in Black student success.	College needs to work on clarifying pathways and supporting students navigation of said pathways to academic programs and support services. Through the RiSE (Guided Pathways Initiative at CCSF), students will be able to make timely and informed decisions about declaring their educational goals and program of study.
20				Better processes to guide students through the schedule; increase supports in equity-centered and affinity spaces. Ensure that faculty and staff receive cross training, professional development, and equip with knowledge of different points of access and materials outlining resources that can be shared with students.
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22	3 - Retention	Native Hawaiian or other Pacific Islander students Goal Y1: Increase the retention rate so the gap is < 7% Goal Y2: Increase the retention rate so the gap is < 4% Goal Y3: Increase the retention rate so the gap closed	Cultural/Societal - Need for intentional relationship building with faculty and other college employees that are Hawaiian and Pacific Islander, speak the languages and have roots and connections to the local communities and broader diasporas. Need for culturally relevant academic programs that support academic success and are woven into collegewide initiatives such as student success networks.	A complete cultural shift from transactional, performative, and superficial actions to transformational change of beliefs, attitudes, practices, and policies that is ongoing	Connect and elevate equity college wide comprised of but not limited to SEAP, AEP, SWP/Perkins, Students, Professional Development.	VASA Program APASS Program LGBTQ+ Center Supports - QRC Student Success Networks - RiSE efforts Academic & Career Communities - RiSE efforts Dual Enrollment First Year Experience Program Center for Urban Education - Equity in Faculty Hiring Representational outreach - older, with families, assess effectiveness of existing services PD refresher on deficiency based language and thinking for Faculty and Staff, addressing social, psychological, emotional supports and barriers
23				Strengthen collaboration across college governance committees and relevant workgroups to focus more explicitly on equity, addressing alignment of goals, outcomes, and measurement of progress, and intentionally inviting participation from students, faculty, and other employees of color.
24			Curricular/Pedagogical - Need for coordinated, collegewide antiracist and anti-bias training for implementation into instructional facets: curriculum, grading, classroom interactions and dynamics, textbook and resource selection and usage, assignment and assessment development.	Establishment of clear outcomes, progress dates, and accountability systems through support, education, infrastructure changes and budgeting.	Create Antiracist Review Audit Team
25					Develop Audit Curriculum
26					Develop collegewide equity outcomes that align and draw from SLOs, PLOs, ILOs, SSO's and Antiracist values.
27			Procedural/Systemic - Lack of access to consistency in provision and reliability of resources, lack of adequate time for thoughtful consideration in planning for Hawaiian and Pacific Islander Faculty, Staff, Students, and Administrators to give input and suggestions for revisions. Lack of visioning for integrated and woven planning with consideration to college values and cultural values.	A dedicated, visible, and consistent commitment from leadership, starting with the Chancellor and board of trustees to this work, with their visible involvement and participation in the antiracist audit and analysis	Develop a larger Office of Student Equity (OSE)
28				A larger Office of Student Equity and budget allocation to lead and support coordination of the anti-racist audit and analysis, and planning for training in adapting, adopting, implementing, and periodic review of anti-racist practices.	Develop timeline to assess outcomes.
29				Elevate the role of the lead administrator for Equity to a more senior level to provide greater authority and purview to manage the intersections of equity goals, outcomes and alignment across the college with antiracist principles and value.
30				An audit of program review practices and defining budgetary considerations for alignment with Equity goals and values, for example understanding and transforming outreach to be equitable outreach that targets DI populations, including Hawaiian and Pacific Islander students that align goals and outcomes.
31			Interpersonal/Relational - Need for racial awareness training for every CCSF employee, and implementation of practices that identify and eliminate bias. Need for breaking down erroneous and harmful beliefs and attitudes.	A cultural anti-racist audit of internal practices and attitudes in regards to racial awareness and antiracist practices.	Have vocal, visible, and unequivocal support from the Chancellor with budgeting and communication to provide services to Native Hawaiian and Pacific Islander Students.
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33	4 - Completion	Black or African American students Goal Y1: Increase certificates so the gap is < 10% Goal Y2: Increase certificates so the gap is < 5% Goal Y3: Increase certificates so the gap closed	Registration system is challenging and difficult for students to complete the process, which tends to hinder the road to completing a program such as a certificate program.	Student-friendly systems that remove systemic barriers impacting student access to courses required to complete certificates.	While, the college-wide registration RFP Workgroup is currently in the process to identify and purchase a new registration system for CCSF. It is the college's priority to identify a student-centered and intuitive system. We must improve our current registration system platform and consistently fix bugs. Offer tutorial sessions on how to navigate the registration system and the MyRam portal.	Umoja Progam EOPS Program Trio Program - Writing Success Project DegreeWorks Completion Center (e.g. auto petition process) Basic Needs/SparkPoint Center efforts Student Success Networks - RiSE efforts Academic & Career Communities - RiSE efforts Student Ambassadors/Peer Mentors Anti-racist Review Training Articulation Library
34					Improve registration system and consistently fix bugs. Offer tutorial session on how to navigate registration system and the MyRam portal.
35			Certificate petition process can be a challenge due to being in a PDF/paper version, especially when more signatures are required.	Additional A&R evaluators specifically for credit certificates, which will allow the expansion of the auto-petition process in collaboration with the Completion Center	Expansion of the auto-petition process to increase certificate completion. Start "Close to Completion" campaign using Degree Works, to encourage and support students to cross the finish line for certificates and degrees. Expand and focus these outreach efforts and completion support for Black or African American students.
36				Access to information needs to be clear and available (e.g. petition process)
37			Petition process should be streamlined and made easier for students to complete electronically.	Ability to petition for a certificate needs to be more accessible, and process needs to be streamlined (e.g. Dynamic online form).
38			Major changes in processes should be clear, firm and communicated effectively to students and employees, and should not happen too often.	Creation of the Articulation Library.	Creation of the Articulation Library, to help students transfer units equivalent to CCSF courses to obtain certificates/degrees.
39				Creation of the "Close-to-Completion- campaign (using Degree Works)	Responsive and informative student affairs employees, respond to students within 48 hours, including the instructor and academic department.
40			What certificates are African American students being tracked into? Is there an institutional bias?	Data collection on equity populations; effective distribution of that information to employees, increasing awareness and understanding of students' needs, adapt services and curriculum accordingly to help close equity gaps.	ORP support, analysis, and facilitation data-use with faculty and staff.
41			Lack of institutional support, accurate information and guidance with navigating the system, especially first generation Black students.	Ensure accuracy of information, support with navigating unfamiliar institutional systems, policies, and practices.	Professional development workshops for staff and faculty to learn about the student population and equity gap in the completion metric. Trainings with strategies on how to approach and connect with Black students and other DI populations, how to guide student learning based on competencies and skills with long term planning vision.
42					Technology training to serve students in a timely matter.
43			Lack of awareness and visibility of student support programs available to support Black student success.	Support programs need to reach out to Black students to ensure they have access and provide holistic wrap around supports, mentorship, safe and affinity spaces to help Black students attain their educational goals in a timely manner.	Implement focused in-person orientation services, make sure students are aware of policies and resources.
44				Make career counseling guidance visible (e.g. Clear career pathways - Career Exploration, Internships, Apprenticeships) and create equitable opportunities for Black students.	Create clear pathways to sustainable employment, accurate information, and support with institutional navigation. Help Black students connect, navigate access to college resources, academic counseling, student support programs and financial support earlier (when they enter the front door).
45				Strengthen counseling guidance and student understanding of how to successfully navigate their educational path.	Strengthen counseling approaches to be inclusive, culturally sensitive, empathic and culturally responsive to meet Black students needs.
46					Retain Virtual Help Counter on Zoom, collect data on equity population including Black or African American students (i.e. % using online VS. in-person services/classes?) and hire student lab aides to support virtual or in-person counters.
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48	5 - Transfer	Hispanic or Latino/a/x students Goal Y1: Increase the transfer rate so the gap is < 4% Goal Y2: Increase the transfer rate so the gap is < 3% Goal Y3: Increase the transfer rate so the gap closed	Access to various student support services/programs.	CCSF is planning to build a new Student Success Center by 2024-25. Students will access a variety of support services under one roof.	Students, faculty, staff and administrators are aware of resources and services for students. While, faculty, staff and administrators communicate the availability and connect students to resources to support their success in a timely manner using Canvas, Student Success Networks, Academic & Career Communities, Student Essentials Support Guide, etc.	Puente Program Latino Services Network City Dream LGBTQ+ Center Supports (QRC) Transfer Center Events, Fairs and College Representative Visits Transfer Opportunity Program (TOP) Anti-racist Review Training Student Success Networks - RiSE efforts Academic & Career Communities - RiSE efforts Digital Divide with Technology to Borrow Digital Equity Resources 7
49			The College has found it difficult to raise sufficient awareness of resources and services available to students, thereby making it challenging to connect students to those supports to ensure their timely achievement of their goals.	Utilize Canvas to raise awareness of resources among students and faculty. In addition, explore ways to disseminate information communicated via Canvas to employees who aren't Canvas users.
50			(In)efficient onboarding process	Culturally responsive curriculum, hands-on support for registration (possibly in counseling areas during the first weeks of the semester), partner wtih EOPS/TAG at SFState to facilitate transfer opportunities.	Academic counseling that can provide guidance on persistence from noncredit to credit, transfer opportunities, language support, etc. Improve faculty knowledge, understanding and empathy of Latinx student experiences and community needs.
51				Need to better understand unique challenges and experiences of Latinx students - don't want to conflate Latinx identity with the gaps - but rather more clarity can help staff/faculty/admin understand the community's needs.
52			Technologies and communications approaches.	In July 2022, CCSF launched Degree Works, an online Education Plan and Degree Audit System.	Develop the Transfer Center tile in the Student Support Services hub in Canvas.
53				Other structural enhancements have been made using technology {SARS Anywhere, Language Line, NextGen Dynamic Forms, SignalVine text messaging, virtual help counters}.	Leverage Language Line Solutions to provide interpretation services that help CCSF employees support students with multilingual language needs to increase access, improve communication and remove barriers to college enrollment.
54				Other areas of focus may include culturally responsive curriculum, Early Alert System, and more intentional outreach and onboarding for Latinx students.
55			Clarify connections to careers, create and widely provide career cluster maps to connect to majors and careers and career counseling.	Continue to inform and educate the campus community on the ACCs and how to guide students through the maps.	Leverage RiSE ACC/Student Success Networks.
56				To develop, update and expand maps for noncredit and credit certificates.
57			Key operational processes created to eliminate student friction points such as program coordinators, counselors, staff, professional & peer tutors, peer leaders, and mentors, in addition to Admissions & Records Evaluators and the Basic Needs Coordinator, may also be affected due to the reduction of faculty and staff, especially BIPOC employees.	Finish developing and expansion of RiSE ACC/Student Success Networks.	Increase collaboration across campus support services in both Student Affairs/Academic Affairs divisions who serve the Latinx student population (e.g. Academic Counseling, Latino Support Network, EOPS, Financial Aid, Transfer Center, Puente program, City Dream, Writing Success Program, and Metro Academy.
58			Programs that have supported Latina/o/x in their transfer efforts need more visibility.	Intentional retention programs (PUENTE, Latinx Service Network, City DREAM).	First step will be to obtain institutional support for improving our Latinx transfer rates starting with SEA planning process and plan adoption.
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60			More intentional outreach and community-based collaboration are necessary to recruit and retain more Latinx students, their families and communities.	Professional Development that allows faculty, staff and administration to analyze personal and systemic biases that contribute to the disproportionate impact on Latinx student success and transfer.	Develop communication approach to alert Latinx students to key dates and support services that are integrated with existing systems (i.e Canvas, Intranet, etc) and are multi-modal.
61					External outreach to HS and communities including bilingual materials, information about transfer process, support services, and programs (e.g. Dual Enrollment, Bridge to Success, FRISCO Day, Discover CCSF, Career Education Schowcase, CBO Summit and campus tours). Offer bilingual support services.
62					Outreach events include bilingual workshops for students and their families on benefits of attending CCSF, transfer process to universities, and extensive support services offered on campus including Financial Aid, EOPS, City Dream (AB 540/undocumented students), academic support, programs and resource centers.
63					Professional development focused on intentionally dismantling exclusionary practices that do not engage culturally responsive, anti-racist practices that direclty impact the experiences of Latinx students.
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