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Priority ActionProject Lead(s)Work Group ContributorsWhat will we accomplish by the end of the year?Specific goals/actions that address college obligation to minoritized student success (address inequity)Follow-up questions re: goals/actions to address racismMeeting Cadence (with contact or zoom link so folks know how to find you)
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CREATE A SENSE OF CONNECTION AND BELONGING FOR ALL STUDENTS
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PRIORITY ACTION 1: Fully implement the Success Teams and the ability of lead faculty, retention specialists, counselors and others to ensure all students with a strong emphasis on [BIPOC, LGBTQIA+, low income, disabled, undocumented and historically marginalized/minoritized students (communities disproportionately impacted during the pandemic)] get consistent support and messaging across special programs and Interest Areas. Success Teams to ensure part-time students feel as connected and supported as full-time students.Margarita Baez, Max Hartman, David ReedMatt Lee, Karen Engel, Mary Ho, Alex Claxton, James Carranza, Ameer Thompson, David Meckler, Gampi Shankar, Denise Erickson, David MonarresSustainable Success Teams are established for each Interest Area so all home campus students have a sense of belonging and connection and are effectively and consistently supported by faculty, staff and administrators across the college(1) Create and align IA student and faculty communication plans with all Interest Area Success Teams and Special Programs to ensure clarity and consistency for all students (especially BIPOC, low income, and part-time students). Use the tools available (IA Weekly Reports and Canvas Shells, among others) to more effectively communicate with students in these groups. Data Coaches to provide disaggregated data and analysis so the Success Team is able to understanding course enrollments, withdrawals, success, etc. Success Teams to understand which groups need attention and what the Team can do to support more effectively. Interventions need to be evaluated regularly. Success Teams to have consistent, data informed discussions (participation, qualitative data, etc).

(2) Develop an academic year calendar of key messages and key indicators/metrics to review and monitor in order to support students effectively (and align with special program messaging)

(3) Engage IA faculty in aligning and integrating academic support services (tutoring and mentoring) effectively with the Interest Area programs to support students

(4) Collaborate in the design of and help implement First Year Experience Programs		What tools and strategies are recommended to center BIPOC, low income and PT student needs in communication plans? (see CUE report for equity-minded data and language). Identify and provide professional development for Success Team members to support these students.
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PRIORITY ACTION 2: Engage all faculty and staff so they are aware of, help develop and lead First Year Experience (FYE) programs. Collaborate as needed with the Career Exploration Work Group.Margarita BaezMelissa Maldonado, David Meckler, Gampi Shankar, Denise Erickson, David Monarres, Mary Ho, Max Hartman, David Reed, Nimsi GarciaA sustainable FYE program is designed and implemented so that all first-year home campus students starting Fall 2022 feel a sense of community, are knowledgeable about and able to apply the resources available to them; and feel supported in all aspects of their college experience. FYE includes Orientation, Peer Mentoring, Colts-Con, Welcome Week Activities, Proactive Registration in both primary terms, opportunities for IA-specific career exploration and CRER classes, peer mentors, and Life Skill Workshops: college success, student clubs, faculty office hours, speakers, social events, etc. Brand and communicate what FYE is and what is expected of students.Develop and implement a communications plan (via multiple modalities) for students to access these elements and provide many different formats for students to access each of these elements (in person social events, videos, synchronously, and asynchronously). Leveraging technology and students (peer mentors and ambassadors) to reach all students and ensure they experience the benefits of these elements of the First Year Experience.

“You are here to learn how to ask for help” – all first year students will know how to connect to and/or ask for help. Normalize asking for help. First Year Cohorts staffed in a way that allows:

• Provide cohorted first year classes for some classes (such as English and Math or CTE intro classes)
• Provide CRER courses
• Clarify the role of the new Cultural Center (supporting monthly Dialogue Series in fall and spring
about race, racism, antiracism) as part of the First Year Experience. Establish multiple spaces - physcial and virtual - where students can go to feel safe and get the information they need/ask questions without shame.
• Success Team Peer Mentors and Student Ambassadors to help with outreach and connection and help students learn how to ask for help – to support cohorts of students (first year cohorts in the Interest Area Canvas can have their own portal and peer mentors can support them via that portal) – creating a safe space for students to help each other.		Laser focus on providing help and connection through multiple, clear, personalized avenues: cohorted classes, peer mentor supported cohorts; how are these strategies specifically addressing race and racism as a deterrent to student success, especially in the transition from HS into first year programs?; in what ways do these strategies/goals expand on the foundational language of GP FYE focus areas to include antiracism?; fresh and new growth in FYE for all students is helpful and necessary . . . how are the goals targeted and specific to address antiracism?
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Priority ActionProject Lead(s)Work Group ContributorsWhat will we accomplish by the end of the year?Specific goals/actions that address college obligation to minoritized student success (address inequity)Specific goals/actions to address racism
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BUILD PATHWAYS FROM K-12 to CAREERS
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PRIORITY ACTION 1: Develop dual enrollment and early college courses and outreach campaigns to match the needs of our feeder school districts with high concentrations of Black, Indigenous and People of Color communities. Orient more Cañada faculty, K-12 and community partners about the benefits of early college experiences and scale dual enrollment course-taking opportunities during all terms, including summer. Consider more on-campus cohorts of high school students during summer term.Ariela Villalpando, Mayra ArellanoAmeer Thompson, Jamie Hui, Xitlali Curincita, James Carranza, Hyla Lacefield, Matt Lee, Max Hartman, Karen EngelCourse and curriular needs of BIPOC and low income students at local feeder high school school districts are identified and the number of courses included in CCAP agreements is increased so we can meet the Board's expectation of serving 1,000 high school students in 3 years.Equity means fairness and justice and focuses on outcomes that are most appropriate for a given group, recognizing different challenges, needs, and histories. It is distinct from diversity, which can simply mean variety (the presence of individuals with various identities). It is also not equality, or “same treatment,” which doesn’t take differing needs or disparate outcomes into account. Systemic equity involves a robust system and dynamic process consciously designed to create, support and sustain social justice.

• Asses/understand student needs
• Educate students and parents about what participation in college coursework and beginning a college transcript entail
• Examine and familiarize with college expectations to meet student needs
• Articulate and clearly define for all involved especially college and HS personnel different formats—early college, middle college, dual enrollment, concurrent enrollment
• Educating faculty about student difference and background
• Training for everyone involved on details and processes of programs to ensure consistency and high-level service
• Equity demands intentional processes and supports from registration to completion—forms, in-course support, technology, for starters.
• Increase student understanding of college processes		Anti-Racism is defined as the work of actively opposing racism by advocating for changes in political, economic, and social life. Anti-racism tends to be an individualized approach and set up in opposition to individual racist behaviors and impacts.

Starting from the standpoint that the status quo is inherently racist . . .
• Identify broad opportunities for students of color. Broaden expectations and academic opportunity for students of color. (CTE, for example, is one of the opportunities among many for students of color—countering stereotypes.)
• Develop or facilitate student-centered processes in application and onboarding for starters. (For example, application processes and onboarding processes meant for entry are gatekeepers and disproportionately impact students of color or those from less privileged backgrounds.) Given these important insights, what are the specific recommended strategies to explore how to excavate and eradicate racist systems and obstacles in the dual enrollment process?
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NEW PRIORITY ACTION 2: In each Interest Area, establish specific career exploration opportunities and orientation for students at each step of their journey so that they can refine their program of study and educational goals. Collaborate with the FYE Work Group in order to incorporate career exploration into the students' First Year Experience.Bob Haick, Georganne Morin, Rance BoboHyla Lacefield, Nicole Kelly, Melissa Maldonado, Max Hartman, Denise Erickson, Gampi Shankar, Daryan Chan, Mary Ho, David Meckler, David MonarresCreate sustainable institutional structures to enable all home campus students to explore careers at every step of their educational journey. Expand upon Trabajo protype into other Career Education areas based on Interest Areas. Utilize online modes as well as in-person, including out into the community and Spanish-language offerings. By the May, 2022, these structures can support all Interest Area students by Fall 2022 (career classes aligned to their interest area, labor market information, speakers, field trips, job shadows, project and work-based learning, internship, for example).Very important aspect of the speaker series is students and would-be college students currently in high school seeing themselves in the speakers, which means former CC students who are now professionals, but particularly BIPOC representation and inclusivity in nontraditional gender roles (ie women in STEM, men in ECE, etc.) Specifically encourage speakers to directly discuss their experience and challenges as BIPOC professionals, imposter syndrome, etc.
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NEW PRIORITY ACTION 3: Help students document their learning for employers and universities through portfolios and other means beyond transcripts. Support the broad adoption of faculty across Interest Areas of promising practices. Connect with the Transfer Center and the Career Center to help students convey to 4-year schools and employers the skills they have developed.Denise EricksonGampi Shankar, David Meckler, David Monarres, Bob Haick, Soraya Sohrabi, Karen EngelBy May 2022, Interest Area Faculty Leads (in conjunction with all faculty, the Transfer Center and the Career Center) will have created an inventory of what is currently being done across the college in documenting student learning beyond the transcript (toolkits, portfolios of any kind, capstone projects, presentations, and other forms of documentation). They will also have created a centralized documentation of outside-the-classroom learning experience opportunities, assignments, and possible activities which reflect student learning beyond the transcript.

Interest Area Faculty Leads (in conjunction with all faculty) will have prepared a plan to help students document their learning which reflects the values of equity and anti-racism.
(1) Use projects/learning experiences to funnel more students into an honors program

(2) Increase scholarship winners, especially winners that would close equity gaps

(3) more learning communities and stronger learning communities		(1) Broadens evaluation methods, offering more student-centered measures

(2) Encourages development of curriculum that spans a wide range of social identities, including racial identities
Group will determine how we can document and track metrics related to this
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Additional Language for New PRIORITY ACTION 3:
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Create an inventory of what is currently being done across the college in documenting student learning beyond the transcript (Toolkits, portfolios of any kind, capstone projects, presentations, and other forms of documentation.
(1) Begin centralizing documentation of outside-the-classroom learning experiences and assignments which reflect student learning beyond the transcript such as:
* STEM center taking their students to conferences
*Attending off-campus lectures like the Humanities West programs
* Participation in the campus Mural Project
* Attending on-campus guest lectures and performances

This also enhances students’ scholarship applications, and applications to the Honors program and the Honors Society (PTK), which they can include in their college applications and resumes

(2) Engage faculty in conversations with the Transfer Center and the Career Center to better understand what kinds of evidence in their particular faculty discipline are required by colleges, universities, and employers.

3. Begin designing ways to help students document their learning which reflect the values of equity and anti-racism:
* Create an inventory of what faculty identify as equity and anti-racist elements in their curriculum and in their practices, and what assignments they have which reflect student learning in these areas
* Encourage faculty to attend presentations of the CORA faculty group on “Designing a Course for Racial Equity”
* Create opportunities (such as Interest Area meetings) to discuss how to help students document this learning for universities and employers
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