2017-19 Integrated Plan: Basic Skills Initiative, Student Equity, and Student Success and Support Program

Part I – Deadlines and Important Information

  • Submission deadline: December 1(15), 2017
  • The 2017-19 Integrated Plan will covertwo years. The budget plan will reflect the 2017-18 allocations.
  • Integrated fiscal reports will be requiredon an annual basis.
  • All programmatic and student outcome data will be collected via existing MIS reporting. No additional data submissions are required.
  • Collegesare encouraged to align integrated program plans with their collegeanddistrict strategic plans/education master plans.
  • Identify one individual and an alternate to serve as the point of contact for your college.

PROGRAM INTEGRATION

The integrated SSSP/Student Equity/BSI program model promotes integrated planning and program coordination at the district and college levels. The three programs retain separate requirements as specified in Education Code and title 5 regulations; these requirements are built into the Integrated Plan to ensure compliance with applicable law and regulations. In coming years, the Chancellor’s Office intends to pursue changes in Education Code and title 5 regulations to achieve even greater integration and alignment of the three programs in subsequent planning cycles.

Plans are to be developed in consultation with students, staff, administrators, faculty, Academic Senate, and members of the community as appropriate. Your plan must be adopted by the governing board of the community college district and submitted to the Chancellor’s Office by December 1, 2017. A separate plan must be submitted for each college in the district.

DATA-DRIVEN PLANNING
An effective plan is grounded in data. In developing your integrated plan, refer to existing data from your previous plans, additional statewide data, and/or data collected at your colleges. The Chancellor’s Office will explore and develop mechanisms and tools over the coming months to assist and support colleges in their data analysis effort, although colleges should proceed with existing resources to complete the 2017-19 plan. Areas of focus for these new tools will include access and completion for basic skills, workforce and CTE, and transfer level courses.

Although you are not required under this plan to submit your data, analysis, and each goal you set, Education Code requires that you analyze data and develop goals to address the following and to retain that information as part of your institutional records:

  • Goals for the general population and for identified student groups, disaggregated by gender, as well as activities designed to address disproportionate impactusing one of the Chancellor’s Office-approved methodologies. Education Code requires that colleges analyze data for the following student groups and, if appropriate, develop subgroup-specific goals: current or former foster youth, students with disabilities, low-income students, veterans, American Indian or Alaskan Native, Asian students, black or African American, Hispanic or Latino, Native Hawaiian or other Pacific Islander, white, some other race, and more than one race.
  • Success rates for students with basic skills needs using Basic Skills Cohort Tracker data that show (1) the number of students successfully transitioning to college-level mathematics and English courses, and (2) the time it takes students to successfully transition to college-level mathematics and English courses.

In addition, the following data should inform your planning:

  • Trends for incoming students related to engagement in the following activities:(1) orientation, (2)assessment, and/or (3) education planning.
  • The number of students on academic or progress probation, referred to follow-up interventions or services, and successfully moved from probation—disaggregated into the student groups that must be included in your disproportionate impact analysis.
  • The number of noncredit CDCP certificates awarded, if applicable.
  • Noncredit course success data, such as the percentage of students earning a grade of pass (P) or satisfactory progress (SP), if applicable.
  • The number of students who transition from noncredit to credit.

Part II – Program Goals and Planning

PREVIOUS ACCOMPLISHMENTS

Questions 1 & 2 focus on what you have accomplished during the 2015-16 planning cycle.

  1. Assess your college’s previous program efforts:
  1. In the table below, list progress made toward achieving the goals outlined in your 2015-16 SSSP, Student Equity, and BSI plans.Expand the table as neededso that all of your goals are included.

Goal / Progress
BSI: Continue to institutionalize basic skills programs and services, in part through integration of student services and academic programs. / 2016/17:Expanded professional development support for faculty, staff and administrators by establishing acampus-wide professional development committee, institutionalizing a full-time professional development coordinator position, and prioritizing basic skills.
2016/17: By leveraging multiple funding sources, made ESOL computer lab available for general student use and classroom reservation during regular business hours.
2016/17: Leveraged Title V grant to complete transition from traditional (up-to-four course) basic skills English pathway to one-level-below-transfer accelerated/concurrent enrollment basic skills pathway. Traditional pathway is no longer being offered.
BSI: Provide faculty and staff across the campus with sufficient and effective professional
development activities to support Basic Skills. / 2016/17: Provided accelerated English-focused, year-long professional development training sequence for 40 English and ESOL faculty with additional participation from counseling, tutoring, and faculty from additional disciplines.
2016/17: Faculty and staff participated in 3CSN communities of practice events including Habits of Mind (6ppl), California Acceleration Project (5ppl), Reading Apprenticeship (1 person), Equity (2) and Learning Assistance Project (13ppl).
Faculty learning community team members attended the California Learning Community Consortium Institute for Innovative Design and Practice (5 ppl).
Developed and implemented an annual Tutor Retreat to provided training in best practices (33ppl).
BSI: Continue to develop, implement, and evaluate curriculum that meets the needs of basic skills students. / Expanded English accelerated basic skills offerings:
FA16 offered 18 sections of one-level-below-transfer accelerated English (increased from 13 in SP16)
FA17 offered 20 sections of one-level-below-transfer English and piloted 5 sections of concurrent enrollment model (basic skills with transfer-level English)
FA16/SP17: Piloted and continued to offered ESOL accelerated option (accelerated course moves students from highest level of ESOL sequence directly into transfer-level English with no additional basic skills English courses required)
SP17: Math curriculum team began writing accelerated curriculum for implementation in FA18/SP19. New accelerated math curriculum shortens pipeline to no more than two semesters (from up to 4 semesters) and is intended to meet the needs of approximately 80% of basic skills mathematics students.
BSI: Provide sufficient and effective student support services for basic skills students. / 2016/17: Provided supplemental instruction tutoring in _(data pending)_ sections ofBasic Skills English, ESOL and Math classes.
2016/17: Provided _(data pending)_hours of in-center tutoring in Math, English and ESOL.
FA16/SP17: Offered 18 linked academic learning communities including learning communities for target populations, which provide students with additional counseling and tutoring support.
FA16/17: Learning Resource Center;English, Math and Tutorial centers; and ESOL lab provided access to and support for use of technology and materials for Basic Skills students.
Equity (Access): Male; male representation in the student population will increase by 2.0 percentage points for the City College service area. (Decrease gap from 4.6 pp to 2.6 pp.) / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 4.6 pp to 3.6 pp.
Equity (Access): DSPS; DSPS student representation in the student population will increase by 3 percentage points for the City College service area. (Decrease gap from 3.2 pp to 0.2 pp.) / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, testing, general services and professional development for faculty. To date, the gap has shown a decrease from 3.2 pp to 3.1 pp.
Equity (Access): Veteran; Veteran student representation in the student population will increase by 3 percentage points for the City College service area (Decrease gap from 3.0 pp to 0.0 pp.) / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 3.0 pp to 2.1 pp.
Equity (Course Completion): African American; decrease the percentage point gap from 7.3 to 3.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 7.3 pp to 6.2 pp.
Equity (Course Completion): Latino; decrease the percentage point gap from 3.0 to 1.5. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, supplemental instruction and professional development for faculty. To date, the gap remains at 3.0 pp.
Equity (Course Completion): 18-24; decrease the percentage point gap from 3.2 to 2.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 3.2 pp to 2.9 pp.
Equity (Course Completion): Economically disadvantaged; decrease the percentage point gap from 1.9 to 0.9. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, addressing food insecurities, curriculum redesign, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 1.9 pp to 1.6 pp.
Equity (Course Completion): Foster youth; decrease the percentage point gap from 6.2 to 2.2. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, addressing food insecurities, curriculum redesign, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 6.2 pp to 5.4 pp.
Equity: (ESL and Basic Skills Completion): English: White; decrease the percentage point gap from 13.2 to 6.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 13.2 pp to 4.7 pp.
Equity: (ESL and Basic Skills Completion): English: Foster Youth; decrease the percentage point gap from 8.8 to 4.4. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the goal has been met.
Equity: (ESL and Basic Skills Completion): ESOL:Male; decrease the percentage point gap from 4.9 to 2.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 4.9 pp to 2.4 pp.
Equity: (ESL and Basic Skills Completion): ESOL:Latino; decrease the percentage point gap from 10.8 to 5.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 10.8 pp to 5.9 pp.
Equity: (ESL and Basic Skills Completion): ESOL:White; decrease the percentage point gap from 21.9 to 4.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the goal has been met.
Equity: (ESL and Basic Skills Completion): ESOL:18-24; eliminate the 2.6 percentage point gap. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap is currently 3.6 pp.
Equity: (ESL and Basic Skills Completion): ESOL: 40-49; decrease the percentage point gap from 10.8 to 4.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap is currently 17.2 pp.
Equity: (ESL and Basic Skills Completion): Math:African American; decrease the percentage point gap from 2.9 to 1.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap is currently 5.8 pp.
Equity: (ESL and Basic Skills Completion): Math: American Indian; decrease the percentage point gap from 18.3 to 6.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the goal is currently met.
Equity: (ESL and Basic Skills Completion): Math: Latino; decrease the percentage point gap from 2.3 to 0.8. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 2.3 pp to 2.1 pp.
Equity: (ESL and Basic Skills Completion): Math:18-24; decrease the percentage point gap from 3.1 to 1.1. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 3.1 pp to 1.6 pp.
Equity: (ESL and Basic Skills Completion): Math:50 & over; decrease the percentage point gap from 4.1 to 2.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the goal currently has been met.
Equity: (ESL and Basic Skills Completion): Math:Foster youth; decrease the percentage point gap from 12.6 to 6.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the goal currently has been met.
Equity (Degree and Certificate Completion): African American; decrease the percentage point gap from 1.3 to 0.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap is currently at 2.4 pp.
Equity (Degree and Certificate Completion): • Filipino; decrease the percentage point gap from 2.6 to 1.3. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the goal has currently been met.
Equity (Degree and Certificate Completion): Under 18; decrease the percentage point gap from 2.0 to 1.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the goal has currently been met.
Equity (Degree and Certificate Completion): 18-24; decrease the percentage point gap from 0.9 to 0.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap is currently at 0.9 pp.
Equity (Transfer): Male; decrease the percentage point gap from 4.6 to 2.6. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 4.6 pp to 3.2 pp.
Equity (Transfer): African American; decrease the percentage point gap from 14.5 to 7.5. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 14.5 pp to 10.1 pp.
Equity (Transfer): Latino; decrease the percentage point gap from 7.4 to 4.4. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 7.4 pp to 5.9 pp.
Equity (Transfer): Under 18; decrease the percentage point gap from 4.1 to 2.0. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the goal has currently been met.
Equity (Transfer): 25-29; decrease the percentage point gap from 20.4 to 10.4. / This goal is currently in progress with a target of 2019. Key strategies to close the gap include, but are not limited to, curriculum redesign, course acceleration, supplemental instruction and professional development for faculty. To date, the gap has shown a decrease from 20.4 pp to 13.1 pp.