Student Equity Plan - Diablo Valley College · DIABLO VALLEY COLLEGE STUDENT EQUITY PLAN ... Activities to Improve Degree and Certificate Completion for Target Student Groups D.1

Student Equity Plan

2015-16

DIABLO VALLEY COLLEGE

Student Equity Plan

November 2015

DIABLO VALLEY COLLEGE STUDENT EQUITY PLAN

Table of Contents

Signature Page -------------------------------------------------------------------------------------- 1

Executive Summary -------------------------------------------------------------------------------- 3 Target Groups Goals Activities Student Equity Funding and Other Resources Contact Person/Student Equity Coordinator

College Overview ----------------------------------------------------------------------------------- 5

Planning Committee and Collaboration --------------------------------------------------- 10

Access ----------------------------------------------------------------------------------------------- 12 College-Based Research

Overview Indicator Definitions and Data Conclusions: Disproportionately Impacted Student Groups

Goals, Activities, Funding and Evaluation Access Baseline Data and Goals Activities to Improve Access for Target Student Groups

A.1 First Year Experience -------------------------------------------------------- 14 A.2 Online Orientation ----------------------------------------------------------- 18

A.3 Veteran Student Recruitment --------------------------------------------- 22 A.4 Male Students with Emphasis on Men of Color ----------------------- 25 A.5 Foster Youth Student Recruitment --------------------------------------- 28

Expected Outcomes for Target Student Groups

Course Completion ------------------------------------------------------------------------------ 31 College-Based Research


Goals, Activities, Funding and Evaluation Course Completion Baseline Data and Goals Activities to Improve Course Completion for Target Student Groups

B.1 Student Retention Support Services ------------------------------------ 34 B.2 Cross-Cultural and social Justice Studies ------------------------------- 39 B.3 Veteran Student Services and Program -------------------------------- 42 Expected Outcomes for Target Student Groups

ESL and Basic Skills Completion -------------------------------------------------------------- 44 College-Based Research


Goals, Activities, Funding and Evaluation ESL and Basic Skills Completion Baseline Data and Goals Activities to Improve ESL and Basic Skills Completion for Target Student Groups

C.1 Basic Skills – Developmental Education Strategies and Support -- 50 C.2 Cohort Learning – Learning Communities/Link Learning------------ 55

Expected Outcomes for Target Student Groups

Degree and Certificate Completion --------------------------------------------------------- 59 College-Based Research


Goals, Activities, Funding and Evaluation Degree and Certificate Completion Baseline Data and Goals Activities to Improve Degree and Certificate Completion for Target Student Groups

D.1 Student Completion Project ------------------------------------------------ 63 Expected Outcomes for Target Student Groups

Transfer --------------------------------------------------------------------------------------------- 67 College-Based Research


Goals, Activities, Funding and Evaluation Transfer Baseline Data and Goals Activities to Improve Transfer for Target Student Groups

E.1 Student Completion Project ------------------------------------------------ 71 Expected Outcomes for Target Student Groups

Other College- or District-wide Initiatives Affecting Several Indicators ---------- 75 Goals, Activities, Funding and Evaluation

Goals Addressed by Activities Activities, Funding and Evaluation to Improve Outcomes for Target Student Groups

F.1 Institutional Research on Inclusive Excellence, Equity, and Social Justice 76 F.2 Professional Development through an Equity Perspective ------------------ 79

Summary Budget Narrative ------------------------------------------------------------------- 82 Summary Budget Spreadsheet -------------------------------------------- See Appendix C

Summary Evaluation Plan --------------------------------------------------------------------- 85

Attachments --------------------------------------------------------------------------------------- 90 Appendix A-2015 Student Equity Data Packet ---------------------------------------- 91 Appendix B-Fall 2015 Equity Evaluation Form --------------------------------------- 103 Appendix C-Budget Summary Spreadsheet ------------------------------------------- 110

District: Contra Costa Community College District College: Diablo Valley College

D V C S t u d e n t E q u i t y P l a n 2 0 1 5 - 1 6 P a g e 3 | 110

Executive Summary The overall directive of the Student Equity Plan (SEP) is to advance inclusive excellence at DVC. Inclusive excellence commits DVC to maintaining its high standards while actively supporting all students to learn and succeed with the understanding that the diversity of their experiences enriches the institution and its standards of excellence. This directive, and the goals, objectives and activities associated with it are aligned with DVC’s Strategic Plan, which has as its directive that DVC will increase student success. DVC’s commitment to student success means that DVC has an institutional responsibility to recognize barriers to student success and to intentionally develop programs and practices to provide all underserved students with an equal opportunity to succeed. In so doing, DVC retains its commitment to excellence in all of its programs and services. Excellence and equity are mutually supportable goals. As educators and service providers, it is recognized that diversity and differences in students are valuable resources, not an obstacle to learning. Understanding excellence requires that diverse student populations are embraced and contributions be made as full participants in the construction of knowledge and critical thought. For these reasons, this SEP primarily focuses attention on institutional change to improve success for underserved students.

Target Groups The Student Equity Planning Committee recommends primarily focusing on the following student populations: African American, Hispanic/Latino, and Low Income students. The committee agrees that we should focus on these populations that have experienced historical marginalization, a disproportionate impact in terminal success and completion outcomes and/or have a significant sample size. The committee also decided to take a closer look at Veterans and Foster Youth who are disproportionately impacted by 3 of the 5 indicators. Additional analysis, not found in the general equity data, reveals that students below college level make up approximately 70% of the DVC student population. DVC has a rapidly growing Latino student population, with the percentage of total students doubling since 2002. The overall success rate for students who are not college prepared (1-2 levels below) is approximately 50% compared to 79% for students who are college prepared. Finally, there is a “road block” at approximately 30 overall units, where many students who begin one to two levels below college-level drop out of DVC. This trend negatively affects the completion and transfer rate of students from this group. This barrier particularly impacts Latino/Hispanic students, DVC’s fastest growing student population.

Goals The short-term, modest goal is to increase the percentage of students in target populations in all 5 indicators of access, course completion, basic skills, degree completion and transfer by 1%-2% by fall 2017. In the long term, DVC will: (1) integrate best equity practices into all programs and services; (2) align equity practices with DVC’s governance, planning, budgeting, and operational processes to insure institutional effectiveness; (3) direct and augment resources to increase inclusive



excellence; and (4) develop and implement an equity plan for human resources to maximize employee expertise required to support DVC’s commitment to inclusive excellence.

Activities DVC has successfully implemented important programs such as EOPS, CARE, CalWORKs, FYE that must redirect and refocus attention on improving the success of the target groups based on the indicators. In order to achieve the goals set out above, DVC has recently implemented a Research, Planning, and Evaluation Group to carry out college-based research and provide recommendations to improve student learning for the DI populations. We will continue to support and create learning communities, cohort groups and tutoring programs such as Umoja, Puente, MESA, Boots to Books program for veterans, and START. DVC will incorporate a social justice methodology to cultivate relevant learning communities, foster civic engagement, orient staff and faculty and encourage student leadership. The SEP advances a process for continual data-driven evaluation of activities. Proposed activities will be evaluated on the basis of (a) their anticipated impact on targeted groups and institutional processes to support targeted groups; (b) the potential for scalability of that intervention, and their impact on DVC’s commitment to inclusive excellence. This process envisions the need for continual reflection and changes in activities during the three years of this Plan’s evaluation process. Responsibility for oversight of the evaluation process will rest with the SEC.

Funding DVC was awarded an allocation of $1,473,850 for the academic year to specifically support programs and develop interventions targeted at increasing equitable outcomes. Given the parameters of the student equity funding, resources will be earmarked specifically towards activities that address the priorities identified in the Goals and Activities. 44TIt is our recommendation that student equity be a key component of regular college budgeting since the SEP should inform other key college planning and budgeting processes.  As student equity is integrated into program review, the tie to budgeting will become more critical yet more obvious.20T44T 44TUEvaluation The SEP advances a process for continual data-driven evaluation of activities. Proposed activities will be evaluated on the basis of (a) their anticipated impact on targeted groups and institutional processes to support targeted groups; (b) the potential for scalability of that intervention, and their impact on DVC’s commitment to inclusive excellence. This process envisions the need for continual reflection and changes in activities during the three years of this Plan’s evaluation process. Responsibility for oversight of the evaluation process will rest with the SEC. 44TWhen effective strategies to achieve equity are employed, and when equity plans are integrated into regular college and district processes, all components of college life benefit.



College Overview UHISTORY AND OVERVIEWU In 1991, the California Legislature charged all levels of public education to provide educational equity “through environments in which each person ... has a reasonable chance to fully develop his or her potential” (Education Code §66010.2c). In keeping with these requirements, the California Community Colleges (CCC) Board of Governors (BOG) adopted a student equity policy in 1992, to ensure that groups historically underrepresented in higher education have an equal opportunity for access, success, and transfer; enjoining all districts to develop, implement, and evaluate a SEP. In 1996, the BOG amended its policy to establish the adoption of a SEP as a minimum standard for receipt of state funding. In 2002, the BOG implemented Title 5 regulations requiring colleges to develop a SEP, and the Chancellor’s Office provided guidelines to the colleges for developing plans in June 2003. Colleges were asked to update and complete plans in 2005. In response to the economic downturn and State budget cuts that began in 2008-09 and continued through 2012-13, the legislature instituted categorical program flexibility that suspended many regulatory requirements related to student equity and other initiatives.

In January 2011, in response to SB 1163 (Liu), the BOG embarked on a 12-month planning process to improve student success, creating the Student Success Task Force (Task Force). The Task Force published recommendations in early 2012, many of which became part of the Student Success Act of 2012 (SB1456). Among many important changes in the Act, it reaffirmed the importance of focusing on student equity in the effort to improve student success. In 2013, the Chancellor’s Office convened a Student Equity Workgroup to review and update the student equity planning process, ensuring that each college identifies strategies to address and monitor equity issues as well as to mitigate disproportionate impact on student access and achievement. The Chancellor’s Office provided an updated plan template to colleges in late March of 2014 and later amended in August 2015. DVC developed two SEPs, in 1996 and 2004. Both plans were required by the State of California. However neither plan was funded to support the proposed equity recommendations. During the economic downturn, the State of California did not require colleges to submit an updated SEP between 2008-12. In 2013, the State of California again required colleges to develop a new SEP, with one-year funding for the first time specifically allocated for proposed equity activities. UCENTRALITY OF INCLUSIVE EXCELLENCE TO DVC’S STRATEGIC PLAN DVC’s Strategic Plan 2014-17 focuses on a single directive: everything the college does will be to increase student success. The Strategic Plan commits the college to make these



accomplishments by maintaining and improving our high standards (excellence), meeting all students where they are and supporting them to succeed (student learning), and recognizing the social barriers to success that many students may encounter and supporting these students in particular ways to provide them with equal opportunity to succeed (equity). The inclusion of both excellence and equity in DVC’s Strategic Plan answers a central question: Which students are the focuses of the college’s efforts to improve student success? Without an equity focus, there is always the danger that a college can improve student success for some students (usually those close to being successful) at the expense of others (especially those facing bigger barriers to success). Conversely, without a commitment to excellence, there is always the danger that a college can improve equitable outcomes while lowering the standards of success. Further, when addressing achievement gaps, there is the tendency to locate the problem within the students, their families and communities. This cultural deficit model attributes students' lack of educational success to characteristics often rooted in their cultures and communities. DVC’s Strategic Plan instead views the evidence of underachievement as indicative of institutional barriers to student success, which require institutional plans to create equitable conditions to increase student success. Put holistically, DVC’s Strategic Plan underscores its commitment to inclusive excellence. DVC’s commitment to student success means that DVC has an institutional responsibility to recognize barriers to student success and to intentionally develop programs and practices to provide all students with an equal opportunity to succeed. In doing so, it is understood that DVC retains its commitment to excellence in all of its programs and services. Excellence and equity are mutually supportable goals. As educators and service providers, diversity and differences in students are recognized as valuable resources, and not an obstacle to learning. The understanding of excellence requires diverse student populations’ contributions to be embraced as full participants in the construction of knowledge and critical thought. The overall directive of this SEP is to provide a specific focus on efforts to improve student success in an equitable manner, that is, to advance inclusive excellence. To do this, the plan proposes targeted recommendations as well as a three-year process of equity-focused program evaluation, adjustments, and scalability. To do this, the DVC SEP supports achieving the four goals set out in the Strategic Plan. It advances an equity plan for integrating best practices in academic programs and student support services (Goal 1). It advances an equity plan for aligning DVC’s governance, operational and planning processes to ensure institutional effectiveness (Goal 2). It advances an equity plan for directing and augmenting the college’s resources to increase student learning and success (Goal 3). And it advances an equity plan for human resources to maximize the employee expertise required to support the institution’s commitment to excellence and equity (Goal 4).



UDEFINING OUR AT-RISK STUDENT COMMUNITIES Students face a host of barriers to success. When social science research, courts and legislation determine that barriers are socially created, equity plans mandate that these barriers be remedied. Social barriers include historic and present discrimination against people on the basis of factors such as poverty, race, gender, disability, sexual orientation, language and nationality and age. Some forms of discrimination are overt, but research shows that underserved people often experience micro-aggressions that result from long-standing patterns of behavior and culture. For this reason, the DVC SEP focuses on institutional transformation. Inclusive excellence is the institution’s responsibility. The State of California (California Education Code 56T§56T54220) requires that student equity college-based research should focus on each of the following categories of students:

• Native Americans • Black and African Americans • Latino/Hispanics • Asian • Pacific Islanders • Whites • Men and Women • Persons with Disabilities

In September 2014, Senate Bill 860 required for California Community Colleges to include the following groups in equity plans.

• Current and Former Foster Youth • Veterans • Low Income Students

As a college, DVC is also committed to addressing the specific barriers to success faced by Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) students. While not specifically required by the State Student Equity Plan, DVC’s commitment to excellence will include goals and activities for addressing the needs and support for the LGBTQ community. In response to the Student Success Act (SB1456), DVC has also aligned its SEP with the Student Success and Support Program (3SP) Plan “to ensure that the college has identified strategies to monitor and address equity issues and attempt to mitigate any disproportionate impacts on student access and achievement” (California Education Code 56T§56T78216). Moreover, the SEP also crosses and intersects with the DVC Developmental Educational and Professional Development Plans.



USTUDENT EQUITY INDICATORS As required by California law, the SEP addresses disproportionate impact across five equity indicators: Access; Course Completion; ESL and Basic Skills, Degree and Certificate Completion, and Transfer. The definition of each indicator is as follows:

• Access – The percentage of each population group that is enrolled compared to that group’s representation in the adult population within the community served.

• Course Completion (Retention) – 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. Note: Although Title 5 refers to “retention” the term “course completion” is deemed to embody that term in the guidelines. “Course Completion” means the successful completion of a credit course for which a student receives a recorded grade of A, B, C, or Credit. Note: Course Completion could not be used as an equity measure because course success rate is based on seat count (enrollment) instead of head count the metrics are not applicable (n/a). For this reason, the SEP will focus on the measure of “Persistence”.

• Persistence - The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and enrolled in first three consecutive primary semester terms (or four quarter terms) anywhere in the CCC system.

• 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 completed such a final course. Completion of a degree applicable course means the “successful” completion of English 1A, elementary algebra or any collegiate course which is transferable to a four-year institution, has a value of three or more units, and meets established academic requirements for rigor in literacy and innumeracy.

• 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.

• Transfer Rate – 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.

UDIGGING DEEPER When assessing the disparate impact data, DVC recognizes that these five measures are proxies for larger institutional conditions and cultural practices that have a negative impact on student



success. To focus on just the indicators would disregard or accept the larger conditional barriers that disproportionately impact specific groups. With this perspective in mind, the SEP identifies practices not only to boost student equity across the five indicators but also to change institutional conditions at DVC that in turn should have a positive impact on overall student success. To create an institution dedicated to inclusive excellence and equity, one must think beyond small interventions and begin to examine how current practice can be changed so the institution can better reach underserved groups of students. Service and instructional units will need to consider new ways of serving students in the identified groups and be intentional on how DVC reaches out to students. Student service units will need to consider how to reach students where they are and think beyond the traditional means of service; that is, waiting for the students to come to the service. Instructional units will need to take a look at curriculum, methods of instruction, and consider the needs of students who are underserved at DVC across the curriculum, including the creation of courses to support these students directly. USTUDENT EQUITY WORK AT DVC The idea of Student Equity is not new to DVC. Historically, there have been pockets of passionate individuals/groups that have targeted increasing student success and equity amongst our most impacted populations. For example, the negative relationship between the time it takes to complete essential general education (GE) courses and student equity has led to the development of “accelerated” basic skills courses offered in the English and Mathematics Departments. Furthermore, the continuation of targeted population programs such as Puente and Umoja have shown a significant and positive impact on student retention, success, and transfer rates for students who participate in these programs. Student services and counseling have played an essential role in developing better support services, programs, and courses for underserved student populations while continuing to promote institutional excellence. Despite these specific equity programs, the movement towards the institutionalization of student equity practices at DVC has been slow. Most of the people, programs and interventions that have engaged in student equity work have done so in isolation, with little institutional support, ongoing funding or coordination with other equity initiatives or college programs and services in general. The result is that the individuals/groups actively engaged in equity work often feel devalued because, despite their efforts, inequitable conditions continue in day-to-day institutional practices and policies. DVC’s current Strategic Plan, with its emphasis on institutional excellence, student success, and student equity, provides the opportunity for equity work to transition from small, isolated programs and interventions into initiatives aimed at institutional transformation. With the evaluation and scaling-up of new innovative equity, programs will also need to develop professional development, recruitment and hiring practices that will address the continuing gap, and growing divergence, between the diversity of our faculty/staff and the growing diversity of our student body.



Planning Committee and Collaboration UCHARGE AND MEMBERSHIP The 2015-16 Diablo Valley College (DVC) Student Equity Plan (SEP) was approved by the Contra Costa Community College District Governing Board on December, 2015, in compliance with Title 5 guidelines in Section 54220. The development of the SEP was a college-wide collaborative effort that included the thoughtful and critical feedback from the Faculty Senate Committee, Classified Senate Committee, Associated Students of DVC (ASDVC), College Council, DVC college community members, and most importantly- DVC students. The writing of the SEP was facilitated by the Student Equity Committee (SEC) comprised of students, faculty, staff, and administration. The charge and function of the SEC is to develop, implement, and evaluate the SEP and provide support to the vice president of student services on the implementation of the Plan (see Title 5, Section 54220). Consequently, the SEP will:

• increase the awareness of student equity as a college-wide issue; • collaborate with other DVC committees and programs to support the goals of diversity

and student equity; • promote college-wide collaboration in identifying strategies and practices that

intentionally • address closing achievement gaps among diverse students; • support practices and services that advance a climate of inclusion and appreciation of

cultural diversity at the college. UDVC CONTACT PERSONS Dr. Mark Akiyama, Faculty Dr. Newin Paul C. Orante Chair of the Student Equity Committee Vice President of Student Services [email protected] [email protected] 39TTel. No. (925) 969-39T2503 39TTel. No. (925) 969-2005

mailto:[email protected]

mailto:[email protected]



U2015-16 STUDENT EQUITY COMMITTEE MEMBERS

Member Name 0BTitle 1BOrganization(s), Program(s) or Role(s) Represented

Mark Akiyama,

Faculty Student Equity Committee Chair and Psychology

Sangha Niyogi Faculty Sociology Bridgitte Schaffer Faculty History Catherine Franco Classified Staff Career and Transfer Services Rudolf Rose Classified Staff Extended Opportunity Programs and

Services Mercy Pono Classified Staff Welcome Services and Outreach Reena Zhang Student Associated Students of DVC, Diversity

Committee Chair Jacqueline Bueno Student Associated Students of DVC, Diversity

Committee Kathleen Costa Executive Dean San Ramon Campus Newin Paul Orante Vice President of Student

Services Student Services



Access



COLLEGE-BASED RESEARCH: ACCESS

A. ACCESS - Diablo Valley College compared the percentage of each population group enrolled to the percentage of each group in the adult population within the community served. While the table below shows the disproportionate impact, the last column indicates specifically the number of students needed to bridge the gap.

Target Population(s) # of your

college’s total enrollment in Fall 2014 – Spring 2015

% of your college’s total enrollment (proportion)

% of adult population within the community served (proportion)

Gain or loss in proportion (Percentage point difference with +/- added)*

# of students needed to close current gap

A B C (B-C) American Indian / Alaska Native

55 0.19% 0.25% 0%

Asian 4,963 17% 17% 0% Black or African American 1,620 6% 2% 4% Hispanic or Latino 6,444 22% 16% 6% Native Hawaiian or other Pacific Islander

118 0% 1% 12T-1%

White 11,623 39% 61% 12T-22% 12T2478 Some other race 2,200 8% 0% 12T8% More than one race 2,163 8% 3% 12T5% Total of 8 cells above (Orange cells should = 100%)

28,826 100% 100%

Males 13,521 47% 49% 12T-2% 12T270 Females 14,827 51% 51% 12T0% Unknown 478 2% 0% 12T2% Total of 3 cells above (Orange cells should = 100%)

28,826 100% 100%

Current or former foster youth

913 5% Not Avail 12TNot Avail

Individuals with disabilities

1,542 8% 6% 12T2%

Low-income students 10,088 36% 8% 12T28% Veterans 597 3% 7% 12T-4% 12T24 English as a Second Language (ESL)

587 3% 6% 12T-3% 12T18

*Calculated by subtracting the % of the adult population within the community served from the % of your college’s total enrollment – paying close attention to the +/- designation. Note: Because it would be confusing for positive values to represent a loss of proportion and negative values to represent a gain in proportion, the worksheet switches the order of the operation. Where the college’s population is lower than the adult population, a negative value will result. **’-6’ is calculated by subtracting 64 (% of your college’s total enrollment) from 59 (% of the adult population within the community served). The ‘-’ is added to signify that the example group has lower representation at the college vs. the community served. A ‘+‘ would indicate that a given group has greater representation at the college vs. the community served.

• Regardless of the college population the county comparison group is limited to adults ages 18-64 years old. • The lack of decimals may cause rounding error. • Source: Student population from CCCCO Data Mart, Annual 2014-2015. County population 18-64 years old from Economic Modeling

Specialist, Inc. (EMSI) demographic data for 2014. Comparison statistics for foster youth from kidsdata.org. Disabled adults (tbl_S1810), poverty (tbl_B17001), and veteran (tbl_S2101) information from U.S. Census ACS_2013_5YR estimates. 8/25/2014 JD



GOALS, ACTIVITIES, FUNDING AND EVALUATION: ACCESS

GOAL A. The goal is to improve access for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap, year Goal* Goal Year Male Students 270 Decrease Gap by 2% annually 2018 Veterans 24 No Gap 2018 Foster Youth No Data Determine Gap then Identify Goal 2018

*Expressed as either a percentage or number **Benchmark goals are to be decided by the institution. If the target population(s) are different from the populations with the three greatest gaps (as outlined on the previous page) provide an explanation: DVC is aware of the disparity on access for white students; the college will continue to assess the phenomenon. Initial analyses reveal there has been a decline of white students in immediate feeder high schools (California Department of Education, DataQuest). Furthermore, according to the United States Department of Commerce, the 2010 Census show that while white demography of the region is 59%, Contra Costa County has a large representation of under 14 (20%) and older than 55 (25%) age groups. Given the data, large sample of the population are not our traditional community college going students. These values are potential elements contributing to the disproportionate representation.

ACTIVITIES: A. ACCESS UA.1 • Activity Type(s) (Mark an X in all that apply. See 39TUStudent Equity Expenditure GuidelinesU39T for more information)

X Outreach X Student Equity Coordination/Planning Instructional Support Activities X Student Services or other

Categorical Program X Curriculum/Course Development or

Adaptation Direct Student Support

X Research and Evaluation Professional Development

http://extranet.cccco.edu/Divisions/StudentServices/StudentEquity.aspx



• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected A.1 Male Students (Emphasis on men of color) 250 Current and Former Foster Youth 100 Recently Graduated High School Students 400

• Activity Implementation Plan

The DVC FYE is designed to assist incoming freshmen with the transition from high school to college, helping them become better oriented with the college even before the semester begins. The philosophy behind this methodology is that when students feel motivated and supported by the institution before the start of the semester, they may be less likely to feel emotionally, intellectually, and logistically overwhelmed, drop their classes, and give up on their academic goals. Research shows that steps taken to improve students’ transition into college are especially important for those students who are underprepared both academically and emotionally for college.

Intervention Activity Type Detail Cost First Year Experience Outreach • Under the leadership of the Student Success program

manager, FYE outreach efforts will be coordinated with the Office of Outreach and Relations with Schools.

• Marketing materials will be developed both in print and electronic.

$8,000

Student Services or other Categorical Program

• Development of Junior and Senior Day Transition events will create opportunity for concurrent enrollment and successful shift of seniors to DVC.

• Welcome Day will engage and orient students to college. • Student Counseling for Educational Planning. Cost of

counseling will be a 50% and 50% shared between 3SP and Student Equity.

$12,000 $10,000 $25,000

Research and Evaluation • Research will be conducted to determine appropriate and relevant FYE elements that yield high impact.



Moreover, continued analysis and assessment of program efforts are critical.

• Faculty Reassignment will be provided for this ongoing effort. The faculty will also be collaborating with the Office of the Vice President of Instruction and Student Services.

$28,000

Student Equity Coordination/Planning

• Hire Student Success program manager to coordinate efforts of FYE and LCs. Position (salaries/benefits) will be covered 100% by equity

$145,000

Curriculum/Course Development or Adaptation

• Pre-Assessment Bridge Program will prepare students and potentially determine appropriate student course placement.

$24,000

Direct Student Support TOTAL $252,000

ID Planned Start and End Date(s) Student Equity Funds Other Funds** A.1 2014-15 to 2017-18 $239,500 3SP – $12,500

** Indicate categorical program or other fund source and amount

• Link to Goal

FYE is designed to assist incoming freshmen with the transition from high school to college. The goal is to create a student access pipeline and increase the retention of students’ during this period of transition. The focus especially addresses students who are disproportionately impacted.

• The Access Activities around First Year Experience will increase enrollment numbers by 2% annually for male students. • The Access Activities around First Year Experience will bridge the gap for veteran students. • The Access Activities around First Year Experience will allow for the college to determine baseline in order to set annual goals

for foster youth students.



• The Access Activities around First Year Experience increase the numbers by 2% annually for recently graduated high school students.

• Evaluation • All listed activities funded under the SEP will have a combination of qualitative and quantitative data will be collected

annually over 3 year to determine the efficacy of the project or program. The first year evaluation packet is attached in the Appendix B of the plan.



A.2 • Activity Type(s)

X Outreach Student Equity Coordination/Planning Instructional Support Activities X Student Services or other Categorical

Program Curriculum/Course Development or

Adaptation X Direct Student Support

Research and Evaluation Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected A.2 Male Students (Emphasis on men of color) 250 Current and Former Foster Youth 100 Veteran Students 75 Recently Graduated High School Students 400


Create an ongoing system of orientation for underserved students: Community colleges have dynamic and diverse enrollment. DVC not only enrolls new students that have just completed high school, but also enroll reentry students, parents, and returning veterans among many other groups. In an intentional effort to increase the success of all students DVC is focusing on creating an ongoing orientation experience that targets underserved students at specific points in their engagement with DVC when they most need support.

This ongoing orientation will particularly address students who have the greatest challenges to success: those who enter the college that have assessed into basic skills/remedial courses, students of color, particularly growing Latino population, students that are undecided in majors and students that struggle academically (probation/dismissal).



Intervention Activity Type Detail Cost Ongoing Student Orientation

Outreach • Recognizing early orientation to students considering attending college is critical, outreach to high schools as well as other marketing endeavors will be initiated to encourage a college going culture among high schools and middle schools (SSSP).

$15,000


• Continued development and enhancement of online orientation for new students.

• Orientation through Comevo is ongoing and new additional modules will be available as they are developed with total of five modules. Other modules will focus on financial aid, educational planning, student support services and services specific to populations–veterans, international, etc.

• Additional technology resources will be deployed to enhance and support student enrollment. Resources such as Financial Aid TV, OrgSync are being considered.

• Increased investments in classified personnel are set in place to follow up with students who do not complete orientation. The process will be evaluated during the 2015-16 year to determine any necessary adjustments (SSSP).

• Face-to-face orientations will be offered to address cohort groups.

• An in person workshop is offered for fall 2015, “Rev Your Reg.” This workshop will allow students space to complete the online orientation, assessment,

$24,000

$25,000



and plan English and math courses in one sitting. Students will also have assistance from DVC staff.

• Workshops will be offered multiple times throughout the year.

• Other face-to-face options include: • Veterans • EOPS • Disability Support Services (DSS) • Athletes • ESL • Foster Youth • Undecided on major • General population • “Rev Your Reg” (new for fall 2015)

• In addition, an orientation lab is available in an effort to bridge the technology divide providing access to the orientation on college.

Research and Evaluation Student Equity Coordination/Planning


Professional Development Instructional Support Activities

Direct Student Support TOTAL 64,000



ID Timeline(s) Student Equity Funds Other Funds** A.2 2014-15 2017-18 $64,000

• Link to Goal

On Going Orientation will create opportunities for engagement with high risk and underserved students at different points in the year. • The Access Activities around on-going orientation will increase enrollment numbers by 2% annually for male students. • The Access Activities around on-going orientation will bridge the gap for veteran students. • The Access Activities around on-going orientation will allow for the college to determine baseline in order to set annual goals

for foster youth students. • The Access Activities around on-going orientation increase the numbers by 2% annually for recently graduated high school

students.


annually over 3 year to determine the efficacy of the project or program. The first year evaluation packet is attached in the Appendix of the plan.




X Outreach X Student Equity Coordination/Planning Instructional Support Activities X Student Services or other Categorical

Program X Curriculum/Course Development or


X Research and Evaluation X Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected A.3 Veteran Student Recruitment 75


56TThe DVC Veterans Program Services56T provide support to student veterans and their dependents. Comprehensive educational benefits programs including resources and contacts, such as career planning, financial aid, transition counseling services, and other needed services are provided. This section focuses on Veteran Student Recruitment efforts within DVC. Services include:

• Assistance with a successful transition from Military to College. • Providing clear and adequate information regarding the GI-Bill benefits process • Ensuring required documentation and certifications of benefits are

processed in a timely manner. • Informing you about all benefits and resources available • Building a partnership between DVC Veterans Program, and Community Veteran Advocacy Organizations • Educating the college and community about the need for resources and assistance for you transitioning from military to

college Veterans Program Services will offer comprehensive and personalized services within a unique learning community that facilitates the student’s social and academic integration from admission to achieving their academic and professional goals.



Intervention Activity Type Detail Cost

Veteran Student Recruitment

Outreach • DVC will develop consortium with UCB, SFSU, CSU East Bay for Veterans Transfer

• DVC will partner with local veteran advocacy organizations

• Contra Costa County Veterans Office • Local VA Office • Sentinels of Freedom


• Veterans Roadmap to DVC

$4,000


• Align with Veterans Stakeholders Group Priority Projects • Veterans Resource Center

• Hourly Staffing Coverage • Orientation

• Welcome Day will engage and orient students to college.

$12,500

$2000

Research and Evaluation • College RPE Committee • District Research

• Development of Dashboard • Analysis of the Veteran Student Report (completed

2014-15)

$5,000


• Hire Program manager to coordinate efforts of FYE and LCs.

See A.1


• Internship Programs (and/or Co-Op) • Partnership with Career and Transfer Services • Development of course(s) the Boots to Books Learning

Community.

$10,000



Professional Development

• Student Equity Speaker Series • Developing Student Equity Track within the PD Plan

$4,500


ID Planned Start and End Date(s) Student Equity Funds Other Funds** A.3 2014-15 to 2017-18 $38,000

** Indicate categorical program or other fund source and amount • Link to Goal • The Access Activities around Veteran Student Recruitment will bridge the gap for veteran students.






x Outreach Student Equity Coordination/Planning Instructional Support Activities x Student Services or other Categorical



x Research and Evaluation x Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected A.4 Male Students with emphasis on men of

color 13,521

• Activity Implementation Plan Economic Costs of Youth Disadvantage and High-Return Opportunities for Change Report, released in July 2015 by the White House Council of Economic Advisers indicate the “significant disparities in education, exposure to the criminal justice system, and employment that persist between young men of color.” Besides the disparities in education, the College Board also reports that the lowest levels of male educational attainment in the Unites States are males from “minority groups”. It is for these reasons that developing educational programs and opportunities to ensure all students, with the emphasis on young men of color, are college and career ready when they graduate transition from DVC. In 2015-2016, DVC will: • gather and share data and research, on access and success for men of color • develop a working group to address and take action on access and success for male students of color • develop a student-led model project(s) for access and success for male students of color



Intervention Activity Type Detail Cost Male Students with Emphasis on Men of Color

Outreach • DVC will develop partnership with local community based organizations such as the Boys and Men of Color Initiative by the Urban Strategies Council

• DVC will outreach to feeder high schools early to enhance the transition experience to DVC

$5,500


• TRiO Upward Bound and Talent Search Partnership • Hire classified hourly employee to support the

TRiO/DVC bridge efforts. • Develop a high school transition program

focusing on men of color

$16,500

Research and Evaluation • RPE Committee • Development of Dashboard • Conducting research to learn about impactful programs

and services geared towards men of color • Youth Male initiative • My Brother’s Keeper Initiative

$5,000




• DVC will continue its efforts in developing Student Leadership Program

• Poverty Conference • A2MEND Conference • Student Equity Speaker Series

• Developing Student Equity Track within the PD Plan

$12,500



Instructional Support Activities


ID Timeline(s) Student Equity Funds Other Funds** A.4 2014-15 to 2017-18 $39,500

• Link to Goal

The intersections of all activities described above will result in a 2% increase of men of color students annually for the next two years. As a result, DVC by 2017-18 will bridged the access gap.

• The Access Activities targeted for male students with an emphasis on males of color will increase enrollment numbers by 2%

annually. • Evaluation • All listed activities funded under the SEP will have a combination of qualitative and quantitative data will be collected





x Outreach x Student Equity Coordination/Planning Instructional Support Activities x Student Services or other Categorical



x Research and Evaluation Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected A.5 Foster Youth 50



Foster Youth Student Recruitment

Outreach • DVC will develop partnership with local advocate agencies such as Independent Leaving Skills Program

• DVC will outreach to feeder high schools early to enhance the transition experience to DVC

• Outreach/Inreach to increase foster youth enrollment • Marketing materials developed both in print and

electronic.

$3,500


• Reconvene existing Foster Youth Stakeholders Group at DVC with representation from Admissions, Financial Aid, EOPS, DSS, Counseling, Assessment, and Outreach.

• Group consists of a wide range of experience and expertise can facilitate comprehensive evaluation of the college's strengths and areas of improvement in serving foster youth.



• Residency issues are recurring barriers for foster youth students at DVC and must be on the priority list to address during the first year

• Acts as primary FY point of contact for institutional access: Enrollment assistance, conducting new student orientation

• Counseling Support and Services. Funding for the position covered at 50% 3SP and Equity.

• Foster Youth Services: • Provide targeted case management to improve

retention and success rates: regular check ins, referrals to services

• Housing and mental health referrals • Psychosocial Development Activities: Network

Building, peer/group support, mentoring, learning community programming

• Implement Personal and Student Development Workshops: managing transitions, picking a major, how to transfer, career exploration, independent living skills

$10,000

$5,000

Research and Evaluation • EOPS and Financial staff will work in conjunction with RPEC and District IT to identify ways to systematically merge and compile data sources to create an ongoing unduplicated list of current or former foster youth.

• Using District student database management system (Colleague) Foster Youth will be coded and tracked for data and program evaluation purposes. Coding of foster youth will improve priority registration assignment

$3,500



• Moreover, reliable and complete data will enhance our ability to analyze and evaluate student outcomes and shift programmatic priorities as needed.


• Through EOPS, a classified coordinator will be hired to serve as key point person to develop support and services for low-income students and foster youth at DVC. These efforts will build strong partnerships with various college programs and services, especially with financial and scholarship.

$75,000


Professional Development Instructional Support Activities


ID Timeline(s) Student Equity Funds Other Funds** A.5 2014-15 to 2017-18 $92,000 $5,000 – 3SP

• Link to Goal • The Access Activities will allow for the college to determine baseline in order to set annual goals for foster youth students.





Success Indicator: Course Completion Course Completion (Retention1F

2) The ratio of the number of credit courses that students, by population group, complete compared to the number of courses in which students in that group are enrolled on the census day of the term.

“Course Completion” means the successful completion of a credit course for which a student receives a recorded grade of A, B, C, or Credit.

Course completion data are available through the DataMart on the Chancellor’s Office website. (Please see Attachment A for more detail.) At the college level, course completion is part of program review which should be linked to student equity addressing program review recommendations.

Colleges should also report on the academic/progress probation and disqualification data of their students. The report should include the college’s organized effort in dealing with this matter to assist students in improving their academic/progress probation and disqualification rate/s. When presenting the college research results on disproportionate impact to target groups for course completion, provide a short explanation of any local customizations of the indicator in the research and the rationale for using them.

2 Although title 5 refers to “retention” the term “course completion” is deemed to embody that term in the guidelines.



COLLEGE-BASED RESEARCH: COURSE COMPLETION

B. COURSE COMPLETION. The ratio of the number of credit courses that students, by population group, complete compared to the number of courses in which students in that group are enrolled on the census day of the term. Calculate course completion rates by dividing:

Target Population(s) the # of courses students enrolled in & were present in on census day in base year

The # of courses in which students earned an A, B, C, or credit out of

The % of courses passed (earned A, B, C, or credit) out of the courses students enrolled in & were present in on census day in base year

Total (all student average) pass rate*

Comparison to the all student average (Percentage point difference with +/- added)*


Example Group 2567 1463 57% 71% -14** American Indian / Alaska Native

102 67 66% 73% -7% 7

Asian 9,432 7,003 74% 73% 2% Black or African American

3,220 1,918 60% 73% -13% 421

Hispanic or Latino 13,011 8,812 68% 73% -5% 639 Native Hawaiian or other Pacific Islander

294 177 60% 73% 12T-12% 12T37

White 21,384 16,111 75% 73% 12T3% Some other race 6,801 5,456 80% 73% 12T8% More than one race 4,609 3,208 70% 73% 12T-3% 12T140 All Students 58,853 42,752 *73% Males 28,954 20,523 71% 73% 12T-2% 12T510 Females 28,903 21,500 74% 73% 12T2% Unknown Gender 996 729 73% 73% 12T1% Current or former foster youth

1,739 1,109 64% 73% 12T-9% 12T154


3,024 2,139 71% 73% 12T-2% 12T58

Low-income students 21,923 15,578 71% 73% 12T-2% 12T347 Veterans 1,232 853 69% 73% 12T-3% 12T42 English as a Second Language (ESL)

260 210 81% 73% 12T8%

*The all student average is proposed as the comparison point for all groups. Therefore, this rate would be written in all of the orange boxes and used to calculate the equity gap for each group (the last column on the right). **Calculated by subtracting the average rate of courses passed from the student group’s rate of courses passed – paying close attention to the +/- designation. Note: Because it would be confusing for positive values to represent a gap and negative values to represent equal or higher success, the worksheet switches the order of the operation. Where a student group’s success rate is lower than the average group’s rate, a negative value will result. **’-14’ is calculated by subtracting 71 (the average student success rate) from 57 (the success rate of the example group). The ‘-’ is added to signify that the example group’s success rate is lower than the all student average. A ‘+‘ would indicate that a given group has greater success.



Prompt to guide analysis (as applicable): Which three student groups are experiencing the greatest gaps – and how large are these gaps (in percentage points)? For these three student groups (as applicable) calculate the number of students ‘lost’, which is also the number of students who, if they had succeeded, would have closed the equity gap:

1 2 3 4

Equity Gap

Student Group

Gap in comparison to the Average,

Expressed as Percentage

Percentage expressed as

decimal 25% becomes

.25

Multiply

the # of courses students enrolled in & were present in on census day in

base year

= Number of Students

“Lost”

--- Example Group 14% .14 x 2567 = 359

Largest Gap Black 13% .13 x 3220 = 419

Second Largest

Foster Youth 9% .09 x 1739 = 157

Third Largest Latino 5% .05 x 13,011 = 651



GOALS, ACTIVITIES, FUNDING AND EVALUATION: COURSE COMPLETION

GOAL B. The goal is to improve course completion for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap, year Goal* Goal Year Example Group -14, 2014 Gap no > -6 2020 Black/African American 421 Decrease gap by 2% annually 2018 Latino 639 Decrease gap by 2% annually 2018 Males 510 Decrease gap by 2% annually 2018 Foster Youth 154 Decrease gap by 2% annually 2018 Students with Disabilities 58 Decrease gap by 2% annually 2018 Low Income 347 Decrease gap by 2% annually 2018 Veterans 42 Decrease gap by 2% annually 2018

*Expressed as either a percentage or number. **Benchmark goals are to be decided by the institution.

ACTIVITIES: B. COURSE COMPLETION B.1 • Activity Type(s) (Mark an X in all that apply. See 39TStudent Equity Expenditure Guidelines39T for more information.): Outreach X Student Equity Coordination/Planning Instructional Support Activities

X Student Services or other Categorical Program

X Curriculum/Course Development or Adaptation

X Direct Student Support





• Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Affected B.1 Low Income Students

(EOPS/CARE/CalWORKs) 250

Black/African American 100 Latino 100 Students with Disabilities 50 Foster Youth 75


Identify and implement retention to completion strategies for underserved student populations. DVC’s 2014-15 student retention rates from fall to spring semester is 69%, and rates are lower for students of color and other underrepresented groups specifically low-income students, students with disabilities, and foster youth students. A well-designed and properly executed retention support program has the potential to ease the transition to college for new DVC students, and retain them into their second semester and beyond.


Student Retention Support Services

Outreach


• Directed retention programs • Disability support services available to SRC

students • EOP&S provides services that enhance

persistence and academic achievements for low income, educationally disadvantaged students enrolled in the program. • Minority Retention Specialist (classified)

will maintain program connection with students and facilitate activities to foster

$30,000

$35,000



support and retention. Cost to include salaries and benefits.

• Development of Foster Youth Services that will focus on successful matriculation and retention of former foster youth • Classified personnel in Financial Aid will

maintain program connection with students and facilitate activities to foster support and retention. Cost to include salaries and benefits)

$10,000

$25,000

Research and Evaluation • Collect data to research and evaluate student learning for underserved populations

• Determine evaluation criteria for the retention plan, such as program specific target retention rates; priority of new initiatives to be implemented; and tracking number of students assisted through particular initiatives (i.e., orientation sessions, supplemental instruction, early-warning notices).

• Establish an early-warning system that lets faculty notify counselors, advisors, or tutors to assist students who are having difficulty in class.

$15,000


• Hire Program manager to coordinate efforts of FYE and LCs. This position will be 50% by equity, and 25% each from 3SP and general fund

See A.1


• Cohort programs to support retention of target groups in Learning Communities:

• Umoja • Puente • MESA • PACE • Boots to Books program for veterans

$85,000



• Pilot cohort programs (such as the Social Justice Major) that have collaborative support systems with a team of faculty, advisors, tutors, and other support staff, as needed.

• Enhance and support counseling and academic department partnerships. The integration of Student Services and Instruction to expand the support system available to students. Moreover, the success of underserved students requires DVC to create an experience that effectively impacts learning through coordination of classroom and outside-the-classroom programs.

• Identify instructional programs that are based on a team approach to retain students. A variety of programs—from career programs to transfer programs—will be considered.

$10,000 $25,000

Professional Development • Provide staff training and orientation to aid institutional understanding and support of equity focused student retention

$20,000

Direct Student Support • Programmatic elements and services to support Foster Youth will include: • Monthly social and learning events for community

building among students and exploration of specific academic, career, or life skills topics such as financial literacy, career exploration, breaking stigma, challenges, goal-setting, time management, healthy relationships, and mental health and well-being.

• Foster Youth book voucher program will be implemented in conjunction with EOPS book vouchers.

$15,000



• Foster Youth work study program to complement federal and EOPS study programs

• Tutoring programs and supplemental instruction for the college (PH and SRC).

• Focuses on classes and programs were high concentration of enrollment of disproportionately impacted student populations. Provides additional instruction and support necessary for students to master difficult material.

• English and Math tutoring • Study Up!

$20,000

TOTAL $290,000

ID Timeline(s) Student Equity Funds Other Funds** B.1 2014-2018 $290,000

** Indicate categorical program or other fund source and amount • Link to Goal • Completion activities around retention support services will decrease the gap 2% annually for African American students. • Completion activities around retention support services will decrease the gap 2% annually for Latino students. • Completion activities around retention support services will decrease the gap 2% annually for Male students. • Completion activities around retention support services will decrease the gap 2% annually for Foster Youth students. • Completion activities around retention support services will decrease the gap 2% annually for Students with Disabilities. • Completion activities around retention support services will decrease the gap 2% annually for Low Income students. • Completion activities around retention support services will decrease the gap 2% annually for Veterans students.





B.2 • Activity Type(s) (Mark an X in all that apply. See 39TStudent Equity Expenditure Guidelines39T for more information.):

Outreach Student Equity Coordination/Planning Instructional Support Activities X Student Services or other Categorical




• Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Affected B.2 Low Income Students

(EOPS/CARE/CalWORKs) 250

Black/African American 100 Latino 100 Students with Disabilities 50 Foster Youth 75


Intervention Activity Type Detail Cost Cross-Cultural and Social Justice Studies

Outreach Student Services or other Categorical Program

• In partnership with ASDVC, DVC will develop the Student Life, Cross-Cultural Center • Location will provide students with additional soft-

space where students can congregate and study. It will also be a venue space to host speakers and performers. ($10,000 will come from ASDVC contribution)

• Student exposure to ethnic, social, and multi-cultural studies literatures.

$28,000 $15,000




• Student Leadership Development Opportunity • Student Leadership Development • Leadership and Organizing Workshops • Campaign Building Strategies (i.e. Center for Third

World Organizing)

$12,500



• Ethnic studies and social justices curricula will be studied and evaluated in relationship to three overlapping effects on students: academic engagement, academic achievement, and personal empowerment • Research evidence indicate students respond well

to a curriculum designed around their culture and language

• well-designed and well-taught ethnic studies curricula have positive academic and social outcomes for students

$35,000




ID Timeline(s) Student Equity Funds Other Funds** B.2 2014-2018 $80,500 $10,000 - ASDVC

** Indicate categorical program or other fund source and amount • Link to Goal



Develop a degree program on Social Justice Studies. Historically, these kinds of programs have attracted disproportionally impacted students and have assisted on the completion and transfer rates of these student groups.

• Completion activities around retention support services will decrease the gap 2% annually for African American students. • Completion activities around retention support services will decrease the gap 2% annually for Latino students. • Completion activities around retention support services will decrease the gap 2% annually for Male students. • Completion activities around retention support services will decrease the gap 2% annually for Foster Youth students. • Completion activities around retention support services will decrease the gap 2% annually for Students with Disabilities. • Completion activities around retention support services will decrease the gap 2% annually for Low Income students. • Completion activities around retention support services will decrease the gap 2% annually for Veterans students.





B.3 • Activity Type(s)

Outreach X Student Equity Coordination/Planning Instructional Support Activities Student Services or other Categorical


Adaptation X Direct Student Support


• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected B.3 Veteran Students 75


56TThe DVC Veterans Program Services56T provide support to student veterans and their dependents. Comprehensive educational benefits programs including resources and contacts, such as career planning, financial aid, transition counseling services, and other needed services are provided. This section includes DVC’s exploration in developing the Veterans Boots to Books learning community.

Intervention Activity Type Detail Cost Veteran Student Services and Program


Research and Evaluation • College RPE Committee • District Research

• Development of Dashboard • Analysis of the Veteran Student Report (completed

2014-15)

See A.2




• Hire Program manager to coordinate efforts of FYE and LCs. This position will be 50% by equity, and 25% each from 3SP and general fund

See A.1


• Internship Programs (and/or Co-Op) • Partnership with Career and Transfer Services • Development of Boots to Books Learning Community.

$4,500 $5,000 $21,000



$5,000



ID Timeline(s) Student Equity Funds Other Funds** B.3 2014-2018 $35,500

** Indicate categorical program or other fund source and amount • Link to Goal • Completion activities around retention support services will decrease the gap 2% annually for Veterans students. • Completion activities around Veterans Program Services will decrease the gap 2% annually 2% for Low Income Student. • Completion activities around Veterans Program Services will decrease the gap 2% annually 2% for Students with Disabilities. • Completion activities around Veterans Program Services will decrease the gap 2% annually 2% for Male students.





Success Indicator: ESL and Basic Skills Completion

C. ESL and Basic Skills Completion The 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 ESL or basic skills course. Completion of a degree applicable course means the “successful” completion of English 1A, elementary algebra or any collegiate course which is transferable to a four-year institution, has a value of three or more units, and meets established academic requirements for rigor in literacy and numeracy. The analysis of ESL data can be challenging because (a) many non-ESL students can be included in a cohort since a number of native English speakers often enroll in ESL courses, (b) ESL students do not necessarily intend to persist through ESL programs and may take college courses prior to completing the final ESL basic skills course, or may never complete the final ESL or basic skills course, (c) Non-Credit ESL courses are excluded from both the Scorecard and the Basic Skills Cohort Tracker Tool data. Options for measuring course completion for ESL and Basic Skills include indicators taken from or related to the (a) ARCC Scorecard “Basic Skills Improvement for ESL” measure, (b) Basic Skills Cohort Tracker Tool, (c) Progress through sequence, (d) Completion of recognized milestones for ESL students, (e) appropriate progress on the student educational plan (SEP) through ESL into collegiate work, and (f) local college options. Although the Scorecard and the Basic Skills tracker offer a slightly different definition of cohorts, colleges could begin to tie efforts to these instruments available on the Chancellor’s Office website. Colleges should report on the academic/progress probation and disqualification data of their students. The report should include the college’s organized effort in dealing with this matter to assist students in improving their academic/progress probation and disqualification rate/s.



COLLEGE-BASED RESEARCH: ESL AND BASIC SKILLS COMPLETION

C. ESL AND BASIC SKILLS COMPLETION. The 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 ESL or basic skills course.

Target Population(s) The # of

students who complete a final ESL or basic skills course with an A, B, C or credit

The number of students out of (the denominator) that complete a degree applicable course with an A, B, C, or credit

The rate of progress from ESL and Basic Skills to degree-applicable course completion

Total (all student average) completion rate*




28 10 36% 46% -11% 3

Asian 732 382 52% 46% 6% Black or African American

316 96 30% 46% -16% 50

Hispanic or Latino 804 340 42% 46% -4% 32 Native Hawaiian or other Pacific Islander

48 21 44% 46% 12T-2% 12T1

White 1,785 812 45% 46% 12T-1% 12T13 Some other race 491 282 57% 46% 12T11% More than one race -- 46% 12T-- All Students 4,204 1,943 *46% Males 1,807 837 46% 46% 12T0% Females 2,074 982 47% 46% 12T1% Unknown 323 124 38% 46% 12T-8% 12T25 Current or former foster youth

146 56 38% 46% 12T-8% 12T11


420 196 47% 46% 12T0%

Low-income students 1,425 687 48% 46% 12T2% Veterans 33 23 46% 12T23%

*The all student average is proposed as the comparison point for all groups. Therefore, this rate would be written in all of the yellow boxes and used to calculate the equity gap for each group. The lack of decimals may cause rounding error. Rate of ESL and Basic Skills Completion

• Denominator: Number of students who complete a final basic skills course with grade of A,B,C,D,F,P,NP,I*,IPP,INP,FW,W,DR • Numerator: Number of students out of the denominator that complete a degree applicable course with grade of A,B,C,P,IA,IB,IC,IPP

Notes on Special Populations: • Foster Youth: If a student is identified as foster youth on either their college application or on a FAFSA (Financial Aid) (ever) they are counted in this

group. • Individuals with disabilities: Any student identified as having an active disability with DSPS (Disabled Students Programs & Services) in the starting

cohort year (2008-2009) is counted in this group. Per the Scorecard definition, these groups will include only those students identified as having a Primary disability registered with DSPS.

• Low-income students: Any student designated as: SB26 – WIA status; SC01 – CalWORKs eligibility status; SF21 – Financial Aid award type where the award is a BOGW or a Pell Grant; SV03 – VTEA economically disadvantage status; SB00 – Student reported an SSN and there was a match with the Department of Social Services in the starting cohort year (2008-2009) is counted in this group.

• Veterans: Any student that has registered themselves as a veteran with Admissions & Records (ever) is counted in this group. This includes active veterans, those ever receiving veteran benefits or any dependents of a veteran.

• English as a Second Language: Any student enrolled in an ESL course in 2008SU, 2008FA, 2009SP is counted in this group. Source: CCCCO Data On Demand, 2015 Scorecard, 2008-2009 BSI Cohort. JD



C-1. ESL COMPLETION. The ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL course compared to the number of those students who complete such a final ESL course.

Target Population(s) The # of students who complete a final ESL course with an A, B, C or credit


The rate of progress from ESL to degree-applicable course completion





-- 20% --


2 0 0% 20% -20%


2 0 0% 20% 12T-20%

White 81 13 16% 20% 12T-4% 12T3 Some other race 41 14 34% 20% 12T14% More than one race -- 20% 12T-- All Students 373 74 *20% Males 94 21 22% 20% 12T3% Females 220 41 19% 20% 12T-1% 12T3 Unknown 59 12 20% 20% 12T0% Current or former foster youth

7 3 43% 20% 12T23%


11 5 45% 20% 12T26%

Low-income students 108 26 24% 20% 12T4% Veterans 15 13 87% 20% 12T67%











C-2. BASIC SKILLS ENGLISH COMPLETION. The ratio of the number of students by population group who complete a degree applicable course after having completed the final basic skills course compared to the number of those students who complete such a final basic skills course.








11 6 55% 58% -4%


135 52 39% 58% -20% 27


30 14 47% 58% 12T-12% 12T4

White 777 433 56% 58% 12T-3% 12T21 Undeclared/Some other race

252 177 70% 58% 12T12%

More than one race 58% 12T-- All Students 1,897 1,,108 *58% Males 898 516 57% 58% 12T-1% 12T9 Females 857 525 61% 58% 12T3% Unknown 142 67 47% 58% 12T-11% 12T16 Current or former foster youth

53 27 51% 58% 12T-7% 12T4


196 116 59% 58% 12T1%

Low-income students 663 405 61% 58% 12T3% Veterans 15 13 87% 58% 12T28% English as a Second Language (ESL)

44 28 64% 58% 12T5%











C-3. BASIC SKILLS MATH COMPLETION. The ratio of the number of students by population group who complete a degree applicable course after having completed the final basic skills course compared to the number of those students who complete such a final basic skills course.








17 4 24% 39% -16% 3


179 44 25% 39% -15% 26


16 7 44% 39% 12T4%

White 927 366 39% 39% 12T0% Undeclared/Some other race

198 94 46% 39% 12T7%

More than one race -- 39% 12T-- All Students 1,934 761 39% Males 815 300 37% 39% 12T-3% 12T21 Females 997 416 42% 39% 12T2% Unknown 122 45 37% 39% 12T-2% 12T3 Current or former foster youth

86 26 30% 39% 12T-9% 12T8


213 75 35% 39% 12T-4% 12T9

Low-income students 654 256 39% 39% 12T0% Veterans 18 10 56% 39% 12T16% English as a Second Language (ESL)

39 25 64% 39% 12T25%











Prompt to guide analysis (as applicable): Which three student groups are experiencing the greatest gaps – and how large are these gaps (in percentage points)? For these three student groups (as applicable) calculate the number of students ‘lost’, which is also the number of students who, if they had succeeded, would have closed the equity gap:

1 2 3 4

Equity Gap

Student Group

Gap in comparison to the Average, Expressed as Percentage %

Percentage expressed as decimal

25% becomes

.25

Multiply

The # of students who

complete a final ESL or basic skills

course with an A, B, C or credit

=

Number of

Students “Lost”

--- Example Group 7% .07 x 1457 = 101

Largest Gap

Black 16% .16 x 316 = 51

Second Largest Latinos 4% .04 x 804 = 32

Third Largest

Foster Youth 8% .08 x 146 = 12



GOALS, ACTIVITIES, FUNDING AND EVALUATION: ESL AND BASIC SKILLS COURSE COMPLETION

GOAL C. The goal is to improve ESL and basic skills completion for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap, year Goal* Goal Year Example Group -7, 2014 No gap 2020 Black/African American (BS English)

-.20, 2015 Decrease gap by 2% annually 2018

Foster Youth (BS Math) -.07, 2015 No Gap 2018 Latinos (BS English) -.03, 2015 No Gap 2018

*Expressed as either a percentage or number **Benchmark goals are to be decided by the institution.

ACTIVITIES: C. ESL AND BASIC SKILLS COURSE COMPLETION C.1 • Activity Type(s)

X Outreach Student Equity Coordination/Planning X Instructional Support Activities X Student Services or other Categorical



X Research and Evaluation Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected C.1 Black/African American Latinos



Foster Youth Low-Income Students


Intervention Activity Type Detail Cost Basic Skills – Developmental Education Strategies and Support

Outreach • Increase outreach to high schools and adult schools, including information about programs and services on campus (Dev Ed)

$5,000


• Improve students’ experience navigating the college systems (Dev Ed)

• Recognize and respond to the particular needs of students whose first language is not English.

• Inform faculty and motivate them to take advantage of opportunities to integrate student services into the classroom.

• Adapt processes to enhance institutional efficiencies, specifically informing students of practices and services that can improve their success.

$5,000

Research and Evaluation • Implement promising innovations while maintaining best practices and institutionalizing successful ones (Dev Ed)

• Increase access to research on best and innovative practices in developmental education and institutionalize processes for dissemination and discussion of these practices.

• Determine processes by which successful innovative practices in developmental education will be institutionalized.

• Determine and institutionalize an appropriate structure for coordination of developmental

$15,000



education college-wide, including regular collaboration with campus groups that overlap with developmental education, including but not limited to the Equity Committee, the SSSP Committee, and the Tutoring Advisory Committee.

• Move the college towards increased evidence-based inquiry and decision-making (Dev Ed)

• Request and generate relevant developmental education data and disseminate to college community.

• Use data to determine benchmarks and targets for evaluating developmental outcomes and projects, and for evaluating the Developmental Education Strategic Plan.

• Initiate and support ongoing dialogue around data about underprepared students.

• Provide training and support for how to formulate a research request, how to interpret the results, and how to utilize the results.



• Increase the number of underprepared students who successfully complete courses at both the developmental and the college level (Dev Ed)

• Continue support of current learning communities based on student success data and increased opportunities to create new learning communities.

$10,000



• Continue revision of developmental course sequences and addition of pathways through the sequences, including acceleration, to maximize student success.

• Create a campus culture that supports, encourages, and provides help outside the classroom for underprepared students.

• Maximize the effectiveness of the assessment and placement processes.

• Begin a college-wide campaign to encourage all underprepared students to take their math classes at the start of their college experience and every subsequent semester until their math requirements are complete.

• Explore creation of non-credit support courses, including summer programs for new DVC students coming from high schools and adult schools.

• Accelerated Academic Courses: These programs all focus on increasing student equity focus on accelerating students through basic skills/science classes to increase student retention and success.

• Math - STATWAY • Accelerated English

$8,500


• Provide professional development resources that deliver concrete strategies to improve success and retention rates for underperforming groups (Dev Ed)

• Expand equity based training to more faculty and include data-driven discussions about the achievement gap to relevant departments.




• Encourage and motivate underprepared students to access tutoring and other support services throughout the semester (Dev Ed)

• Institutionalize pathways between DVC and local adult education (Dev Ed)

$5,000


ID Timeline(s) Student Equity Funds Other Funds** C.1 2014-15 to 2017-18 $48,500

** Indicate categorical program or other fund source and amount • Link to Goal • The Basic Skills activities around Cohort Learning will decrease the gap 2% annually for African American Students. • The Basic Skills activities around Cohort Learning will decrease the gap to zero disproportionate impact for Latino Students. • The Basic Skills activities around Cohort Learning will decrease the gap to zero disproportionate impact for low-income

students.





C.2 • Activity Type(s)

X Outreach x Student Equity Coordination/Planning Instructional Support Activities X Student Services or other Categorical

Program x Curriculum/Course Development or


X Research and Evaluation x Professional Development

• Target Student Group(s) & # of Each Affected* ID Target Group(s) # of Students Affected C.2 Black/African American 100 Black/African American Males in Math 50 Latino 100 Students with Disabilities 50 Foster Youth 75


Cohort Learning (Learning Communities/Link Learning) models are organized around a curricular theme that students take as a group. The experience strengthens and enriches students’ connections to each other, their teachers, and the subject matter they are studying. Moreover, “learning communities offer an introduction to the academic and social life of the institution” (Laufgraben, 2005 p. 371). Learning communities stress that collaborative learning is as important as the content learned in a particular course, and that learning is about collaboration rather than competing. “[Learning Communities] strive to promote both student learning and retention through actively involving students in some cooperative/collaborative fashion that builds both learning and community membership.” Students thereby become active rather than passive participants in their learning (Tinto, 1993 p. 169).



Learning Communities/Linked Learning included and being considered: • Umoja • Puente Program • MESA • PACE • STEM

• EOPS Summer Institute • Boots to Books • Foster Youth • Metro College Success Program at

DVC

Intervention Activity Type Detail Cost Cohort Learning – Learning Communities/Link Learning

Outreach • Educational Campaign and Marketing of Cohort Learning Programs • Begin a college-wide campaign to encourage all

underprepared students to take their math classes at the start of their college experience and every subsequent semester until their math requirements are complete (Dev Ed Plan)

• Inform faculty and motivate them to take advantage of opportunities to integrate student services into the classroom (Dev Ed Plan)

• Increase outreach to high schools and adult schools, including information about programs and services on college (Dev Ed Plan)

• Under the leadership of the Student Success program manager, FYE outreach efforts will be coordinated with the Office of Outreach and Relations with Schools.


$20,000


• Create a college culture that supports, encourages, and provides help outside the classroom for underprepared students (Dev Ed Plan)



• Counselors help students stay on track with their course selection for completion (degree/ certificate or transfer)

• College Tours • Cross Cultural and Student Leadership Events

$25,000 $20,000

Research and Evaluation • Maximize the effectiveness of the assessment and placement processes (Dev Ed Plan)

• Through the Research, Planning and Evaluation Committee, LCs will develop skills and expertise to write effective plans and evaluate programs.

• Programs will systematically review progress and outcomes, as well as validate their alignment to the college strategic plan;

$5,000


• Hire Student Success Program Manager to coordinate efforts of FYE and LCs. This position will be 50% by equity, and 25% each from 3SP and general fund

See A.1


• Cohort Programs to Increase the Success of African American and Latino Students: Students in the program are part of a cohort or learning community that works together over three to four semesters, supporting each other every step of the way.

• Courses are designed to reinforce the foundation skills you will need for college success and throughout your life--writing, public speaking, critical thinking and quantitative reasoning.

• Continue support of current learning communities based on student success data and increased opportunities to create new learning communities (Dev Ed Plan)

• Continue revision of developmental course sequences and addition of pathways through the sequences,

$25,000



including acceleration, to maximize student success. (Dev Ed Plan)

• Explore creation of non-credit support courses, including summer programs for new DVC students coming from high schools and adult schools (Dev Ed Plan



$15,000


ID Planned Start and End Date(s) Student Equity Funds Other Funds** C.2 2014-2018 $110,000

** Indicate categorical program or other fund source and amount • Link to Goal • The Basic Skills activities around Cohort Learning will decrease the gap 2% annually for African American Students. • The Basic Skills activities around Cohort Learning will decrease the gap to zero disproportionate impact for Latino Students. • The Basic Skills activities around Cohort Learning will decrease the gap to zero disproportionate impact for low-income

students.





Success Indicator: Degree and Certificate Completion

D. Degree and Certificate Completion The 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 as documented in the student educational plan developed with a counselor/advisorP2F

3P.

Colleges are encouraged to utilize data available through the Student Success Scorecard, DataMart and Data on Demand.

3 College may also use the Scorecard definition for indicating student matriculation goal: taking a degree or certificate applicable course.



COLLEGE-BASED RESEARCH: DEGREE AND CERTIFICATE COMPLETION

D. DEGREE AND CERTIFICATE COMPLETION. The 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 as documented in the student educational plan developed with a counselor/advisor. Calculate degree and certificate completion rates by dividing:








25 2 8% 15% -7% 2


164 13 8% 15% -7% 11

Hispanic or Latino 429 66 15% 15% 0% Native Hawaiian or other Pacific Islander

28 3 11% 15% 12T-4% 12T1

White 1,372 197 14% 15% 12T-1% 12T3 Some other race 580 78 13% 15% 12T-3% 12T6 More than one race -- 15% 12T-- All Students 3,163 460 15% Males 1,450 180 12% 15% 12T-2% 12T31 Females 1,376 234 17% 15% 12T2% Unknown Gender 337 46 14% 15% 12T-1% 12T3 Current or former foster youth

62 8 13% 15% 12T-2% 12T1


250 34 14% 15% 12T-1% 12T2

Low-income students 1,271 206 16% 15% 12T2% Veterans 22 2 9% 15% 12T-5% 12T1 English as a Second Language (ESL)

94 16 17 15% 12T2%

*The all student average is proposed as the comparison point for all groups. Therefore, this rate would be written in all of the yellow boxes and used to calculate the equity gap for each group. The lack of decimals may cause rounding error. Degree and Certificate Completion

• Denominator: Number of first-time who enrolled in the base year and named certificate and degrees as their goal or took certificate applicable courses. • Numerator: Number of students out of the denominator that earned a degree or certificate within one to six years.

Definition: The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and earned AA/AS or credit (Chancellor’s Office approved) Certificate. Notes on Special Populations:

• Foster Youth: If a student is identified as foster youth on either their college application or on a FAFSA (Financial Aid) (ever) they are counted in this group.

• Individuals with disabilities: Any student identified as having an active disability with DSPS (Disabled Students Programs & Services) in the starting cohort year (2008-2009) is counted in this group. Per the Scorecard definition, these groups will include only those students identified as having a Primary disability registered with DSPS.





• English as a Second Language: Any student enrolled in an ESL course in 2008SU, 2008FA, 2009SP is counted in this group. Source: CCCCO Data Mart, Outcomes, Transfer Velocity, 2008-2009 Cohort, 6-Year-Period. JD

1 2 3 4

Equity Gap

Student Group

Gap in comparison to the Average,

Expressed as Percentage


decimal 25% becomes

.25

Multiply

The # of first-time students who

enrolled in 2011 and named

certificates and degrees as their

matriculation goal

= Number of Students

“Lost”

--- Example Group 7% .04 x 1947 = 77

Largest Gap Black 7% .07 x 164 = 11

Second Largest

American Indian 7% .07 x 25 = 2

Third Largest Veterans 5% .05 x 22 = 1



GOALS, ACTIVITIES, FUNDING AND EVALUATION: DEGREE AND CERTIFICATE COMPLETION

GOAL D. The goal is to improve degree and certificate completion for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap, year Goal* Goal Year Example Group -4, 2014 No gap 2020 American Indian -7, 2014 Decrease Gap by 2% Annually 2018 Black/African American -7, 2014 Decrease Gap by 2% Annually 2018 Latinos 0, 2014 Maintain No Gap 2018 Native Hawaiian -4, 2014 Decrease Gap by 2% Annually 2018 Students with Disabilities -1, 2014 No Gap 2018 Former Foster Youth -2, 2014 No Gap 2018 Veterans -5, 2014 Decrease Gap by 2% Annually 2018

*Expressed as either a percentage or number **Benchmark goals are to be decided by the institution. If the target population(s) are different from the populations with the three greatest gaps (as outlined on the previous page) provide an explanation: According to the California Community College Chancellor’s Office, DVC’s Scorecard indicates an overall Completion Outcome (Degree/Transfer) rate of 60%. Disaggregated by prepared and unprepared students, it reveals a disparity of 78% (n=1,011) and 60% (n= 2,152) respectively. Furthermore, within the underprepared student group, Native Americans (39%), Black/African Americans (42%), and Latinos (44%) have the lowest rates. The 2008 Scorecard cohort is not disaggregated by sub-groups such as Students with Disabilities. Former Foster Youth, and Veterans. In terms of American Indian and Native Hawaiian (and other Pacific Islanders), it is necessary to ensure their inclusion to maintains visibility in the analysis of equity and determining institutional obligation. DVC’s commitment to inclusive excellence, equity and social justice requires a continued investment in creating access to the college and towards completion for our marginalized indigenous communities.



ACTIVITIES: D. DEGREE AND CERTIFICATE COMPLETION D.1 • Activity Type(s)





• Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Affected D.1 American Indian 25 Black/African American 164 Latinos 429 Native Hawaiian 28 Students with Disabilities 250 Former Foster Youth 62 Veterans 22 Low Income Students 1271


To complement the equity investment in student access, it is just as critical to invest towards the successful completion and transition of DVC student. The DVC Student Completion Project, over the next three years, will improve academic completions for disproportionately impacted student groups as identified by the Student Equity Plan.



Intervention Activity Type Detail Cost Student Completion Project

Outreach • Development of Student Completion Campaign • Marketing materials for education campaign to

inform students of filing periods and deadlines will be developed • Print and electronic materials • Direct mailing and phone banking • Media: Student Stories (video shorts)

• Student Ambassadors will be hired to support the project and serve as testimonial to DVC student success

$8,500 $6,500


• Develop and Enhance Career and Transfer Services Classroom Visits (Pleasant Hill and San Ramon) • Increase capacity by hiring hourly to support

Career and Transfer Services efforts • Develop Financial Aid completion/transition workshops • Counseling services specifically targeted to support

Student Completion Project efforts • Increased counseling availability for career and

transfer services • Degree Audit Assessment

$5,000 $11,000 $7,500 $30,000


• Hire classified personnel with direct oversight and coordination of the Student Completion Project • Develop project timeline • Coordinate various Student Services and

Instructional offices to push completion campaign • Coordinate with RPEC on research and evaluation

of project

$67,000







ID Planned Start and End Date(s) Student Equity Funds Other Funds** D.1 2015 - 2018 $165,000


• Link to Goal • The Degree and Certificate activities around the Student Completion Project will decrease the gap 2% annually for American

Indian Students. • The Degree and Certificate activities around the Student Completion Project will decrease the gap 2% annually for African

American Students. • The Degree and Certificate activities around the Student Completion Project will decrease the gap 2% annually for Native

Hawaiian Students. • The Degree and Certificate activities around the Student Completion Project will decrease the gap 2% annually for Veterans

Students. • The Degree and Certificate activities around the Student Completion Project will maintain a zero disproportionate impact for

Latino Students. • The Degree and Certificate activities around the Student Completion Project will maintain a zero disproportionate impact for

Students with Disabilities. • The Degree and Certificate activities around the Student Completion Project will maintain a zero disproportionate impact for

Foster Youth Students.




annually over 3 year to determine the efficacy of the project or program. The first year evaluation packet is attached in the Appendix of the plan



Transfer

E. Transfer The 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.



COLLEGE-BASED RESEARCH: TRANSFER

E. TRANSFER. The 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. Calculate transfer rates by dividing:








19 10 53% 50% 3%


94 38 40% 50% -10% 9


26 11 42% 50% 12T-8% 12T2

White 1,102 505 46% 50% 12T-4% 12T46 Some other race 503 311 62% 50% 12T12% More than one race -- 50% 12T-- All Students 2,520 1,261 *50% Males 1,166 583 50% 50% 12T0% Females 1,104 554 50% 50% 12T0% Unknown 250 124 50% 50% 12T0% Current or former foster youth

50%


198 86 43% 50% 12T-7% 12T13

Low-income students 899 384 42% 50% 12T-8% 12T69 Veterans 50% English as a Second Language (ESL

50%

*The all student average is proposed as the comparison point for all groups. Therefore, this rate would be written in all of the yellow boxes and used to calculate the equity gap for each group. The lack of decimals may cause rounding error. Transfer Rate

• Denominator: The # of students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. • Numerator: The number of students out of the denominator who actually transfer after one or more (up to six) years.

Definition: The initial group or cohort of first-time students is evaluated six years after initial enrollment in order to determine if they have shown behavioral intent to transfer. If by six years after initial enrollment a student has completed twelve credit units and attempted transfer-level math or English, the student then enters into the Transfer Cohort and that student’s transfer outcome is calculated for a time frame of six years after initial enrollment. Notes on Special Populations:

• Individuals with disabilities: Any student identified as having an active disability with DSPS (Disabled Students Programs & Services) in the starting cohort year (2008-2009) is counted in this group. Per the Scorecard definition, these groups will include only those students identified as having a Primary disability registered with DSPS.

• Low-income students: Any student receiving any type of financial aid including loans, grants, waivers and scholarships in 2008SU, 2008FA, 2009SP is counted in this group.

Source: CCCCO Data Mart, Outcomes, Transfer Velocity, 2008-2009 Cohort, 6-Year-Period. JD



1 2 3 4

Equity Gap Student Group

Gap in comparison to the Average, Expressed as Percentage


decimal 25% becomes

.25

Multiply

The # of first-time students

who enrolled in 2011 and named transfer as their

matriculation goal.

=

Number of Students

“Lost”

--- Example Group 7% .04 x 1947 = 77

Largest Gap Hispanic/Latino 12% .12 x 334 = 40

Second Largest

African American 10% .10 x 94 = 9

Third Largest Low Income 8% .08 x 899 = 72



GOALS, ACTIVITIES, FUNDING AND EVALUATION: TRANSFER

GOAL E. The goal is to improve transfer for the following target populations identified in the college research as experiencing a disproportionate impact:

Target Population(s) Current gap, year Goal* Goal Year Example Group -4, 2014 No gap 2020 American Indian 3, 2014 Increase Transfer Rate by 2%

Annually 2018

Black/African American -10, 2014 Decrease Gap by 2% Annually 2018 Latinos -12, 2014 Decrease Gap by 2% Annually 2018 Native Hawaiian -8, 2014 Decrease Gap by 2% Annually 2018 Students with Disabilities -7, 2014 Decrease Gap by 2% Annually 2018 Low Income Students -8, 2014 Decrease Gap by 2% Annually Former Foster Youth No Data, 2014 Determine Gap then Identify

Goal 2016

Veterans No Data, 2014 Determine Gap then Identify Goal

2016

*Expressed as either a percentage or number **Benchmark goals are to be decided by the institution. If the target population(s) are different from the populations with the three greatest gaps (as outlined on the previous page) provide an explanation: According to the California Community College Chancellor’s Office, DVC’s Scorecard indicates an overall Completion Outcome (Degree/Transfer) rate of 60%. Disaggregated by prepared and unprepared students, it reveals a disparity of 78% (n=1,011) and 60% (n= 2,152) respectively. Furthermore, within the underprepared student group, Native Americans (39%), Black/African Americans (42%), and Latinos (44%) have the lowest rates. The 2008 Scorecard cohort is not disaggregated by sub-groups such as Students with Disabilities. Former Foster Youth, and Veterans.



In terms of American Indian and Native Hawaiian (and other Pacific Islanders), it is necessary to ensure their inclusion to maintains visibility in the analysis of equity and determining institutional obligation. DVC’s commitment to inclusive excellence, equity and social justice requires a continued investment in creating access to the college and towards completion for our marginalized indigenous communities.

ACTIVITIES: E. TRANSFER E.1

• Activity Type(s)





• Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Affected E.1 American Indian 19 Black/African American 94 Latinos 334 Native Hawaiian 26 Students with Disabilities 198 Former Foster Youth No Data Veterans No Data Low Income Students 899


To complement the equity investment in student access, it is just as critical to invest towards the successful completion and transition of DVC student. The DVC Student Completion Project, over the next three years, will improve academic completions for disproportionately impacted student groups as identified by the Student Equity Plan.




Student Completion Project

Outreach • Development of Student Completion Campaign • Marketing materials for education campaign to

inform students of filing periods and deadlines will be developed • Print and electronic materials • Direct mailing and phone banking • Media: Student Stories (video shorts)

• Student Ambassadors will be hired to support the project and serve as testimonial to DVC student success

See D.1 See D.1


• Develop and Enhance Career and Transfer Services Classroom Visits to both Pleasant Hill and San Ramon colleges • Increase capacity by hiring hourly to support

Career and Transfer Services efforts • Develop Financial Aid completion/transition workshops

See D.1

See D.1


• Hire classified personnel with direct oversight and coordination of the Student Completion Project • Develop project timeline • Coordinate various Student Services and

Instructional offices to push completion campaign • Coordinate with RPEC on research and evaluation

of project

See D.1


• Counseling services specifically targeted to support Student Completion Project efforts • Increased counseling availability in the Career and

Transfer Services • Degree Audit Assessment

See D.1





Direct Student Support TOTAL See D.1

ID Planned Start and End Date(s) Student Equity Funds Other Funds** E.1 2015 - 2018 See D.1


• Link to Goal • The Degree and Certificate activities around the Student Completion Project will decrease the gap 2% annually for American

Indian Students. • The Degree and Certificate activities around the Student Completion Project will decrease the gap 2% annually for African

American Students. • The Degree and Certificate activities around the Student Completion Project will decrease the gap 2% annually for Native

Hawaiian Students. • The Degree and Certificate activities around the Student Completion Project will decrease the gap 2% annually for Veterans

Students. • The Degree and Certificate activities around the Student Completion Project will maintain a zero disproportionate impact for

Latino Students. • The Degree and Certificate activities around the Student Completion Project will maintain a zero disproportionate impact for

Students with Disabilities. • The Degree and Certificate activities around the Student Completion Project will maintain a zero disproportionate impact for

Foster Youth Students.







Other College- or District-wide Initiatives Affecting Several Indicators

List the indicators and/or goals that will be affected the college or district- wide initiatives. As with the previous sections for the success indicators, indicate the category for the type of activity the college or district proposes to implement; the student groups that are being targeted by the activity; the number of students to be affected, references to any literature or research demonstrating the effectiveness of the activity; other relevant information from research, and the timeline and description of activity to be implemented. Provide a brief explanation of how this activity will help achieve the goal(s) listed. Provide the amount of student equity funding allocated to the activity, if any and other fund sources also allocated to activity. Describe the data that will be collected to measure the impact of the activity on the goal(s) and provide a timeline for activity evaluation and the frequency of data collection and review.



GOALS, ACTIVITIES, FUNDING AND EVALUATION: AFFECTING SEVERAL INDICATORS

ACTIVITIES: F. ACTIVITIES AFFECTING SEVERAL GOALS F.1 • Indicators/Goals to be affected by the activity

X Access X Degrees and Certificate Completion X Course Completion X Transfer X ESL and Basic Skills Course Completion


Outreach X Student Equity Coordination/Planning




Direct Student Support


• Target Student Group(s) & # of Each Affected*: ID Target Group(s) # of Students Affected F.1 American Indian 19 Black/African American 94 Latinos 334 Native Hawaiian 26 Students with Disabilities 198 Former Foster Youth No Data Veterans No Data Low Income Students 899




Intervention Activity Type Detail Cost Institutional Research on Inclusive Excellence, Equity, and Social Justice


Research and Evaluation • RPEC will conduct assessment and evaluation of institutional priorities surrounding student success, inclusive excellence and equity.

• District Research


• RPEC Faculty Reassignment • District Research Coordinator (52% time)

• This position will be covered 50% 3SP, and 50% Equity

$80,000 $50,000


Professional Development • Innovation for Student Success • I36Tnnovation36T will produce two important outcomes

for the college: first, it will focus our 36Tinnovation36Ts towards a common vision of institutional growth and change based on the college’s directive, values and goals; second, it will align institutional processes for resource allocation with 36Tinnovation36Ts to improve student success.

• DVC will follow procedures from 2014-15 innovation, but will offer multiple points of entry for the college community to submit innovation proposals for consideration. Once selected, programs/team/individual will be supported with

$65,000



professional development and training around implementation and evaluation.



ID Planned Start and End Date(s) Student Equity Funds Other Funds** F.1 2014-2018 $170,000 $25,000 – 3SP


• Link to Goal • Develop the knowledge and skillset to conduct Institutional Research and Evaluation through an Equity Lens. • Develop a degree program on Social Justice Studies. Historically, these kinds of programs have attracted disproportionally

impacted students and have assisted on the completion and transfer rates of this group.





F.2 • Indicators/Goals to be affected by the activity (Mark an X in all that apply):

Access X Degrees and Certificate Completion X Course Completion X Transfer X ESL and Basic Skills Course Completion


Outreach Student Equity Coordination/Planning




Direct Student Support

Research and Evaluation X Professional Development

• Target Student Group(s) & # of Each Affected*: ID Target Group F.2 Sociology Psychology English College Professional Community All target populations identified in

the plan




Intervention Activity Type Detail Cost Professional Development and through an Equity Perspective





• Professional Development Opportunity • College Faculty and Staff Training • Literature and Library Research Database

• Research Database will also be available and accessible to students through Library Access

$135,000 $25,000



ID Timeline(s) Student Equity Funds Other Funds** F.2 2014-2018 $160,000




• Link to Goal • The Professional Development (with emphasis on Equity/Social justice) will support best practices, stimulate innovative

practices, and develop the skills, knowledge, and abilities of our employees • Evaluation • All listed activities funded under the SEP will have a combination of qualitative and quantitative data will be collected




Summary Budget Print a completed copy of the Summary Budget spreadsheet and attach after this page. The Summary Budget spreadsheet uses the CCCCO 39TBudget and Accounting Manual39T object codes and definitions to account for expenditures. Funding listed for specific activities in the plan narrative under the sections for Access, Course Completion, ESL and Basic Skills Completion, Degree and Certificate Completion, Transfer and Other College- or District-wide Initiatives Affecting Several Indicators must also be entered into the Summary Budget spreadsheet. As stated earlier, 39Ta list of eligible and ineligible uses of student equity funds39T is available on the CCCCO website. Student equity funding does not require colleges to provide matching funds. However, equity funds are intended to augment programs or services for students. Districts and colleges cannot use equity funds to supplant funding for programs, positions or services funded from another source, prior to the availability of equity funds in the 2014-15 FY. Multi-college districts who choose to conduct and fund student equity related activities at the district level must incorporate a description of those activities in one or several of their college’s plans, and also include related expenditures in the Summary Budget spreadsheet for that college or colleges. The spreadsheet has a separate signature page from the narrative that requires the signature of the district chief business officer and district chancellor or chief executive officer, since districts are the legal fiscal agent for student equity funds.

http://extranet.cccco.edu/Divisions/FinanceFacilities/FiscalStandards/BudgetandAccountingManual.aspx

http://extranet.cccco.edu/Portals/1/SSSP/StudentEquity/Student_Equity_Expenditure_Guidelines_2015-16_Final.pdf



The California Community Colleges Board of Governors has long recognized the importance of student equity even though student equity planning has been a minimum standard for receipt of state funding since 1996. Student equity was not tied to any categorical programs and did not receive formal funding through the legislative budget process until the passing of the Student Success Act of 2012. In support of equity and success for all students, in January 2014, the governor’s 2014-15 budget proposed to target $70 million of additional Student Success and Support Program (SSSP) funding to close the achievement gap. DVC is treading new waters, in that for the first time, the college was awarded an allocation of $736,871 for the academic year to specifically support programs and develop interventions targeted at increasing equitable outcomes of student access, success, and completion (see Attachment F). Through DVC’s Strategic Plan and this SEP, DVC will align its institutional processes and resource allocation with equity as an important consideration in all of its decisions. Once the student equity budget is successfully integrated throughout planning and budget processes, equity will factor into institutional behavior, priorities and measures. Given the parameters of the student equity funding, resources will be earmarked specifically towards activities that address the priorities identified in the Goals, Objectives and Activities. Expenditures must:

• Be targeted towards the populations, goals and activities prioritized in the college SEP as defined in statute and title 5. Targeted populations, goals and activities must be prioritized based on the results of a disproportionate impact study outlined in the SEP.

• Meet the purpose, and address the targeted populations and success indicators of Student Equity as defined in statute and title 5.

• Be evaluated on how well they meet intended outcomes. • Be necessary and reasonable.

Please see Attachment F for Student Equity Expenditure Guidelines on Eligible and Ineligible Expenditures and Activities as defined by the state. As mentioned previously, the goals and objectives are broad and shared responsibilities college-wide. The activities identified in the Student Equity Plan provide more focused interventions and will serve as the budget priorities for the allocation of student equity resources. Moreover, the Student Equity budget is the college’s projection and is subject to change during the period of implementation of activities. It is DVC recommendation that student equity be a key component of regular college budgeting since the SEP should inform other key college planning and budgeting processes. As student equity is integrated into program review, the tie to budgeting will become more critical yet more obvious.



When effective strategies to achieve equity are employed, and when equity plans are integrated into regular college and district processes, all components of college life benefit. The table below is the projected 2014-15 Student Equity Budget.

<<See Appendix C>>



Summary Evaluation In the 2014 SEP, DVC outlined its process of evaluation of college-based research on student equity. Traditionally, initiatives aimed at improving student equity have started “small” without any discussion about how feasible it would be to take these programs to institutional scale. Furthermore, as an institution DVC had no process in place to evaluate a project’s/ program’s efficacy on improving student equity and student success.

This plan requires that intervention programs be developed with a focus evaluation and on their impact on student equity. Scalability and growth are important considerations, but smaller interventions may also be effective in improving equity on college. As an institution DVC is in the process of moving away from pockets of small, independent (and unevaluated) intervention programs towards a model of research based decision making and inclusive excellence.

DVC is in the process of implementing “Year 1” of a three-year model of evaluation all SEP college-based research. The SEC is responsible for assessing the progress of equity research identified in the SEP and for assessing its impact on equity at DVC. The SEC will share its evaluations with the Research, Planning, and Evaluation Committee, Academic Senate, Classified Senate, ASDVC, and College Council.

An updated version of the Student Equity Evaluation- Year 1 is attached in the Appendices.

Year One Evaluation: Proposal of Student Equity Intervention/Program. Proposals should include a discussion on the target (s) population, the plan for intervention, three-year budget, scalability, and projected impact on student equity.

a) To show impact on student equity for Years 1, 2 and 3, initiatives to increaseinclusive excellence should compare measured outcomes with similarpopulations without the intervention. (For example- If English was to develop acombined 1 semester English 116/118 course to accelerate at risk studentsthrough these classes, the success rates in this experimental course(s) shouldbe compared to the success rates of students enrolled in English 116 and 118during the same semester.

b) Before the beginning of the first cycle of intervention and assessment, newinitiatives will have baseline data and proposed measureable outcomes (i.e.,disaggregated success data) for each year of the initiative. Analysis/evaluationof Year 1 data will then set the basis for changes/manipulation of theintervention for Year 2.

Year Two Evaluation: A second cycle of the intervention, including changes after the first year, should be systematically measured and tracked along with the original



outcomes. End of year 2 will require analysis/evaluation of year 2 changes. Changes after the year-two evaluation will be implemented in year 3.

Year Three Evaluation: Analysis of interventions implemented in year 3. The end of year 3 would require an analysis/evaluation and report of the program and its three-year impact on student equity and inclusive excellence.

Programs that show a significant positive impact on increasing student equity outcomes as well as follow the proposed three-year cycle for evaluation will meet the criteria to apply for additional funding support and consideration for scalability. Program evaluation and the determination of continued support should include all impacted stakeholders (including students).

As part of the need to evaluate programs college-wide and begin the process of making data driven proposals and outcomes, DVC recently adopted a Research, Planning, and Evaluation Committee (RPEC). The charge of this college-wide committee is to recommend strategic directions for research and resource allocation to DVC’s College Council, review and provides recommendations for college-based research, and develops a college-wide evaluation protocol for all college projects and plans. In October 2015, RPEC reviewed the program evaluation form developed by the student equity committee and voted to adopt the document as a template for college-wide evaluation. SEC believes that the process of project and program evaluation is essential for the sustainability of equity focused projects and programs at DVC.

Over the last academic year, the SEP has been successful in broadening the discussion of equity college-wide. With this discussion came the need to integrate equity work into the overall goals and day-to-day functions of the institution.

*Equity and DVC Strategic Planning Process (Values). The DVC Strategic Plan has studentequity as one of DVC’s core values (Excellence, Learning, and Equity) and is captured inGoal IV:

(Cite Plan) IV. The college will develop and implement a human resources plan to maximizeemployee expertise to support the institution’s commitment to excellence andequity.

The 2014 SEP was the first DVC College plan to align itself with the overall mission and goals of DVC. Because equity is now a core value of the institution, DVC has been successful integrating an Equity lens into a number of essential college processes. With this integration also comes an alignment between DVC’s Strategic Plan Goals and the Student Equity Plan.



Equity and Program Review – Starting this 2015 academic year, DVC has added questions regarding student “equity” into its Program Review Process. This addition to the program review process was initiated from the Student Equity Committee. Our program review ask writers to address equity and disproportionate impact (versus student success) in their discipline but also approaches that are being planned/currently implemented to address the gap(s). SEC will use the information gathered in program review information to update the next Student Equity Plan.

Equity and Box2A Process – During the 2014 academic year, DVC began asking how academic departments/areas to review program data and address how the proposed hire would help close the student equity gap. In the review of the Box 2A proposals, applications that did not explicitly address the equity gap in their area were asked to resubmit their application with this focus.

Equity and RFP – The development of new approaches to serve students is key to changing the conditions of (in) equity at DVC. With this was our development of an innovation proposal process that is open to all members of the DVC community. In its first year, 87 innovation proposals were submitted including the development of the Research, Planning, and Evaluation Committee. Furthermore, many of the RFP’s that address student equity will be funded through the 2015-2016 SEP.

SEP Institutional Recommendations

1. Evaluation of Student Equity in our Program Review Process: Upon therecommendation by the SEC - DVC recently have integrated a student equityquestion in its program review process. The next step in this process will be theneed to evaluate this new source of equity data and tie the results to indicators ofinstitutional values/success outcomes (e.g., excellence, equity, and success).

2. A Single Resource Allocation Process: DVC has a number of different applicationand review processes for support funds/resources (e.g., FCS; PD; Equity; ProgramReview) to increase student success and student equity. In order to streamlineand simply this process for “users”, the Student Equity Committee recommends asingle allocation process for all resource requests at DVC. The application processcould be done on a quarterly timeline to align different various timelines forfunding sources received by the college. Funding proposals could then bereviewed for their potential impact and sustainability by a committee and laterevaluated for their efficacy.

3. How does DVC sustain the commitment to Equity in Instruction and StudentServices? The Student Equity Plan lays out a three-year process of project andprogram evaluation. This approach will determine which projects have had thegreatest impact on student equity and provide the SEC with a clear process ondeciding what projects to support overtime. SEC recommends that DVC develop a



similar college-wide evaluation process. In order to sustain projects and programs developed through one-time funding sources, DVC will need to evaluate which projects and programs show the most significant impact on success and move this work into stable college funding sources. Without systematic evaluation of efficacy, DVC continues the habit of funding multiple projects and programs without knowing which one’s positively impact student equity and student success. With the funding sources through the SEP potentially disappearing as early as 2016-2017, the need to develop a college-wide evaluation process is essential for institutional health and growth.



SUMMARY EVALUATION SCHEDULE AND PROCESS

CONCLUSION

DVC is poised to intentionally and purposefully integrate equity work into all of its institutional processes, including planning, assessment, and resource allocation. This attention to institutional transformation comes from the DVC Strategic Plan’s directive to increase student success, from this Student Equity Plan’s directive to increase inclusive excellence, and from the State’s decision to fund equity work. With all of these incentives in place, and with a functional governance process capable of making data-driven decisions on institutional priorities, DVC is at the beginning of an exciting new period in its history. Now is the time for DVC to begin to deliver on the promise made to students: the college will maintain our commitment to excellence in all that DVC does, will strive to support all students to learn and to succeed, and will do so in a way that is fully conscious of the challenges of overcoming barriers that have prevented some students from achieving their potential at DVC.



Attachments Appendix A – 2015 Student Equity Data Packet Appendix B – Fall 2015 Equity Evaluation Form Appendix C – Budget Summary Spreadsheet



Appendix A



Diablo Valley College

STUDENT EQUITY DATA PACKET

September 2015

District Research Contra Costa Community College District

500 Court Street

Martinez, California 94553



TABLE OF CONTENTS

FIVE SUCCESS NDICATORS:

ACCESS ................................................................................................................................................... 1

COURSE COMPLETION ............................................................................................................................ 2

ESL AND BASIC SKILLS COMPLETION ...................................................................................................... 3

ESL Completion ................................................................................................................................ 4

Basic Skills English Completion ........................................................................................................ 5

Basic Skills Math Completion ........................................................................................................... 6

DEGREE AND CERTIFICATE COMPLETION ............................................................................................... 7

TRANSFER ............................................................................................................................................... 8

Data Sources for Student Categories and Success Indicators ....................................................................... 9



DIABLO VALLEY COLLEGE

CAMPUS-BASED RESEARCH: ACCESS

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.

Target Population(s) # of your College's total enrollment in Fall 2014-Spring 2015

% of your college's total enrollment (proportion)

% of adult population within the community served (proportion)

Gain or loss in proportion (Percentage point difference with +/- added)

Number of students needed to close the current gap

A B C (B-C) American Indian/Alaska Native 55 0.19% 0.25% 0% 0 Asian 4,963 17% 17% 0% Black or African American 1,620 6% 2% 3% Hispanic or Latino 6,444 22% 16% 7% Native Hawaiin or other Pacific Islander 118 0% 0% 0% White 11,263 39% 61% -22% 2,478 Undeclared/Some other race 2,200 8% 0% 8% More than one race 2,163 8% 3% 4% Total of 8 cells above (100%) 28,826 100% 100% Males 13,521 47% 49% -2% 270 Females 14,827 51% 51% 1% Unknown Gender 478 2% 0% 2% Total of 3 cells above (100%) 28,826 100% 100% Current or former foster youth 913 5% Not available. Not available. Individuals with disabilities 1,542 8% 6% 2% Low-income students 10,088 36% 8% 28% Veterans 597 3% 7% -4% 24 English as a Second Language (ESL) 587 3% 6% -3% 18

Regardless of the college population the county comparison group is limited to adults ages 18-64 years old. The lack of decimals may cause rounding error.

Notes on Special Populations: Foster Youth: If a student is identified as foster youth on either their college application or on a FAFSA (Financial Aid) application they are counted in this group. Individuals with disabilities: Any student identified as having an active disability with DSPS (Disabled Students Programs & Services) in 2014SU, 2014FA, 2015SP is counted in this group. This will include students identifies as having any level of disability registered with DSPS (primary, secondary, etc.) Low-income students: Any student receiving any type of financial aid including loans, grants, waivers and scholarships in 2014SU, 2014FA, 2015SP is counted in this group. Veterans: Any student that has registered themselves as a veteran with Admissions & Records (ever) is counted in this group. This includes active veterans, those ever receiving veteran benefits or any dependents of a veteran. English as a Second Language: Any student enrolled in an ESL course in 2014SU, 2014FA, 2015SP is counted in this group. Source: Overall student population and DSPS from CCCCO Data Mart, Annual 2014-2015. Student foster youth, low-income students, veterans and ESL student information from 4CD Colleague system. County population 18-64 years old from Economic Modeling Specialist, Inc. (EMSI) demographic data for 2014. Comparison statistics for foster youth from kidsdata.org. Disabled adults (tbl_S1810), poverty (tbl_B17001), veteran (tbl_S2101), and ESL (tbl_S1601) information from U.S. Census ACS_2013_5YR estimates. JD



CAMPUS-BASED RESEARCH: COURSE COMPLETION

B.COURSE COMPLETION. The ratio of the number of credit courses that students, by population group, complete compared to the number of courses in which students in that group are enrolled on the census day of the term.

Target Population(s) # of courses

students enrolled in & were present in on census day in base year

The # of courses in which students earned an A, B, C, or credit out of <<

The % of courses passed (earned A, B, C, or credit) out of the courses students enrolled in & were present in on census day in base year


Comparison to the all student average (Percentage point difference with +/- added)

Number of course successes needed to close current gap

A B C D (C-D) American Indian/Alaska Native 102 67 66% 73% -7% 7 Asian 9,432 7,003 74% 73% 2% Black or African American 3,220 1,918 60% 73% -13% 421 Hispanic or Latino 13,011 8,812 68% 73% -5% 639 Native Hawaiin or other Pacific Islander 294 177 60% 73% -12% 37 White 21,384 16,111 75% 73% 3% Undeclared/Some other race 6,801 5,456 80% 73% 8% More than one race 4,609 3,208 70% 73% -3% 140 All Students 58,853 42,752 * 73% Males 28,954 20,523 71% 73% -2% 510 Females 28,903 21,500 74% 73% 2% Unknown Gender 996 729 73% 73% 1% Current or former foster youth 1,739 1,109 64% 73% -9% 154 Individuals with disabilities 3,024 2,139 71% 73% -2% 58 Low-income students 21,923 15,578 71% 73% -2% 347 Veterans 1,232 853 69% 73% -3% 42 English as a Second Language (ESL) 260 210 81% 73% 8%

*The all student average is proposed as the comparison point for all groups. Therefore, this rate would be written in all of the yellow boxes and used to calculate the equity gap for each group.

The lack of decimals may cause rounding error.

Rate of Course Completion Denominator: Number of enrollments with grade of A,B,C,D,F,P,NP,I*,IPP,INP,FW,W,DR Numerator: Number of enrollments with grade of A,B,C,P,IA,IB,IC,IPP

Notes on Special Populations: Foster Youth: If a student is identified as foster youth on either their college application or on a FAFSA (Financial Aid) application they are counted in this group. Individuals with disabilities: Any student identified as having an active disability with DSPS (Disabled Students Programs & Services) in 2014FA is counted in this group. This will include students identifies as having any level of disability registered with DSPS (primary, secondary, etc.) Low-income students: Any student receiving any type of financial aid including loans, grants, waivers and scholarships in 2014FA is counted in this group. Veterans: Any student that has registered themselves as a veteran with Admissions & Records (ever) is counted in this group. This includes active veterans, those ever receiving veteran benefits or any dependents of a veteran. English as a Second Language: Any student enrolled in an ESL course in 2014FA is counted in this group. (Success rates reported for the ELS population capture student performance in both ESL courses and all other courses.) Source: CCCCO Data Mart, Outcomes, Success Rate, Fall 2014. JD



CAMPUS-BASED RESEARCH: ESL AND BASIC SKILLS COMPLETION

C. ESL AND BASIC SKILLS COMPLETION. The 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 ESL or basic skills course.


students who complete a final ESL or basic skills course with an A, B, C or credit

The number of students out of << (the denominator) that complete a degree applicable course with an A, B, C, or credit

The rate of progress from ESL and Basic Skills to degree- applicable course completion



Number of students needed to close current gap

A B C D (C-D) American Indian/Alaska Native 28 10 36% 46% -11% 3 Asian 732 382 52% 46% 6% Black or African American 316 96 30% 46% -16% 50 Hispanic or Latino 804 340 42% 46% -4% 32 Native Hawaiin or other Pacific Islander 48 21 44% 46% -2% 1 White 1,785 812 45% 46% -1% 13 Undeclared/Some other race 491 282 57% 46% 11% More than one race ~~ 46% ~~ All Students 4,204 1,943 * 46% Males 1,807 837 46% 46% 0% Females 2,074 982 47% 46% 1% Unknown Gender 323 124 38% 46% -8% 25 Current or former foster youth 146 56 38% 46% -8% 11 Individuals with disabilities 420 196 47% 46% 0% Low-income students 1,425 687 48% 46% 2% Veterans 33 23 70% 46% 23%


The lack of decimals may cause rounding error. Rate of ESL and Basic Skills Completion Denominator: Number of students who complete a final basic skills course with grade of A,B,C,D,F,P,NP,I*,IPP,INP,FW,W,DR Numerator: Number of students out of the denominator that complete a degree applicable course with grade of A,B,C,P,IA,IB,IC,IPP Notes on Special Populations: Foster Youth: If a student is identified as foster youth on either their college application or on a FAFSA (Financial Aid) (ever) they are counted in this group. Individuals with disabilities: Any student identified as having an active disability with DSPS (Disabled Students Programs & Services) in the starting cohort year (2008-2009) is counted in this group. Per the Scorecard definition, this groups will include only those students identified as having a Primary disability registered with DSPS. Low-income students: Any student designated as: SB26 – WIA status; SC01 – CalWORKs eligibility status; SF21 – Financial Aid award type where the award is a BOGW or a Pell Grant; SV03 – VTEA economically disadvantage status; SB00 – Student reported an SSN and there was a match with the Department of Social Services in the starting cohort year (2008-2009) is counted in this group. Veterans: Any student that has registered themselves as a veteran with Admissions & Records (ever) is counted in this group. This includes active veterans, those ever receiving veteran benefits or any dependents of a veteran. English as a Second Language: Any student enrolled in an ESL course in 2008SU, 2008FA, 2009SP is counted in this group. Source: CCCCO Data On Demand, 2015 Scorecard, 2008-2009 BSI Cohort. JD



CAMPUS-BASED RESEARCH: ESL COMPLETION

C. ESL COMPLETION. The ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL course compared to the number of those students who complete such a final ESL course.


students who complete a final ESL course with an A, B, C or credit


The rate of progress from ESL to degree- applicable course completion




A B C D (C-D) American Indian/Alaska Native ~~ 20% ~~ Asian 130 29 22% 20% 2% Black or African American 2 0 0% 20% -20% 0 Hispanic or Latino 117 18 15% 20% -4% 5 Native Hawaiin or other Pacific Islander 2 0 0% 20% -20% 0 White 81 13 16% 20% -4% 3 Undeclared/Some other race 41 14 34% 20% 14% More than one race ~~ 20% ~~ All Students 373 74 * 20% Males 94 21 22% 20% 3% Females 220 41 19% 20% -1% 3 Unknown Gender 59 12 20% 20% 0% Current or former foster youth 7 3 43% 20% 23% Individuals with disabilities 11 5 45% 20% 26% Low-income students 108 26 24% 20% 4% Veterans 15 13 87% 20% 67%





CAMPUS-BASED RESEARCH: BASIC SKILLS ENGLISH COMPLETION

C-2. BASIC SKILLS ENGLISH COMPLETION. The ratio of the number of students by population group who complete a degree-applicable course after having completed the final basic skills course compared to the number of those students who complete such a final basic skills course.


students who complete a final basic skills course with an A, B, C or credit


The rate of progress from Basic Skills to degree- applicable course completion




A B C D (C-D) American Indian/Alaska Native 11 6 55% 58% -4% 0 Asian 357 239 67% 58% 9% Black or African American 135 52 39% 58% -20% 27 Hispanic or Latino 335 187 56% 58% -3% 9 Native Hawaiin or other Pacific Islander 30 14 47% 58% -12% 4 White 777 433 56% 58% -3% 21 Undeclared/Some other race 252 177 70% 58% 12% More than one race ~~ 58% ~~ All Students 1,897 1,108 * 58% Males 898 516 57% 58% -1% 9 Females 857 525 61% 58% 3% Unknown Gender 142 67 47% 58% -11% 16 Current or former foster youth 53 27 51% 58% -7% 4 Individuals with disabilities 196 116 59% 58% 1% Low-income students 663 405 61% 58% 3% Veterans 15 13 87% 58% 28% English as a Second Language (ESL) 44 28 64% 58% 5%



Rate of ESL and Basic Skills Completion Denominator: Number of students who complete a final basic skills course with grade of A,B,C,D,F,P,NP,I*,IPP,INP,FW,W,DR Numerator: Number of students out of the denominator that complete a degree applicable course with grade of A,B,C,P,IA,IB,IC,IPP Notes on Special Populations: Foster Youth: If a student is identified as foster youth on either their college application or on a FAFSA (Financial Aid) (ever) they are counted in this group. Individuals with disabilities: Any student identified as having an active disability with DSPS (Disabled Students Programs & Services) in the starting cohort year (2008-2009) is counted in this group. Per the Scorecard definition, this groups will include only those students identified as having a Primary disability registered with DSPS. Low-income students: Any student designated as: SB26 – WIA status; SC01 – CalWORKs eligibility status; SF21 – Financial Aid award type where the award is a BOGW or a Pell Grant; SV03 – VTEA economically disadvantage status; SB00 – Student reported an SSN and there was a match with the Department of Social Services in the starting cohort year (2008-2009) is counted in this group. Veterans: Any student that has registered themselves as a veteran with Admissions & Records (ever) is counted in this group. This includes active veterans, those ever receiving veteran benefits or any dependents of a veteran. English as a Second Language: Any student enrolled in an ESL course in 2008SU, 2008FA, 2009SP is counted in this group. Source: CCCCO Data On Demand, 2015 Scorecard, 2008-2009 BSI Cohort. JD



CAMPUS-BASED RESEARCH: BASIC SKILLS MATH COMPLETION

C-3. BASIC SKILLS MATH COMPLETION. The ratio of the number of students by population group who complete a degree-applicable course after having completed the final basic skills course compared to the number of those students who complete such a final basic skills course.


students who complete a final basic skills course with an A, B, C or credit


The rate of progress from Basic Skills to degree- applicable course completion




A B C D (C-D) American Indian/Alaska Native 17 4 24% 39% -16% 3 Asian 245 114 47% 39% 7% Black or African American 179 44 25% 39% -15% 26 Hispanic or Latino 352 135 38% 39% -1% 4 Native Hawaiin or other Pacific Islander 16 7 44% 39% 4% White 927 366 39% 39% 0% Undeclared/Some other race 198 91 46% 39% 7% More than one race ~~ 39% ~~ All Students 1,934 761 * 39% Males 815 300 37% 39% -3% 21 Females 997 416 42% 39% 2% Unknown Gender 122 45 37% 39% -2% 3 Current or former foster youth 86 26 30% 39% -9% 8 Individuals with disabilities 213 75 35% 39% -4% 9 Low-income students 654 256 39% 39% 0% 1 Veterans 18 10 56% 39% 16% English as a Second Language (ESL) 39 25 64% 39% 25%





CAMPUS-BASED RESEARCH: DEGREE AND CERTIFICATE COMPLETION

D. DEGREE AND CERTIFICATE COMPLETION. The 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 as documented in the student educational plan developed with a counselor/advisor.

Target Population(s) The # of first-time

students who enrolled in the base year with the goal of obtaining a certificate or degree

The number of students out of << (the denominator) who earned a degree or certificate within one or more

The rate of degree and certificate completion


Comparison to the all student average (Percentage point difference with +/-


A B C D (C-D) American Indian/Alaska Native 25 2 8% 15% -7% 2 Asian 565 101 18% 15% 3% Black or African American 164 13 8% 15% -7% 11 Hispanic or Latino 429 66 15% 15% 1% Native Hawaiin or other Pacific Islander 28 3 11% 15% -4% 1 White 1,372 197 14% 15% 0% 3 Undeclared/Some other race 580 78 13% 15% -1% 6 More than one race ~~ 15% ~~ All Students 3,163 460 * 15% Males 1,450 180 12% 15% -2% 31 Females 1,376 234 17% 15% 2% Unknown Gender 337 46 14% 15% -1% 3 Current or former foster youth 62 8 13% 15% -2% 1 Individuals with disabilities 250 34 14% 15% -1% 2 Low-income students 1,271 206 16% 15% 2% Veterans 22 2 9% 15% -5% 1 English as a Second Language (ESL) 94 16 17% 15% 2%



Degree and Certificate Completion Denominator: Number of first-time who enrolled in the base year and named certificate and degrees as their goal or took certificate applicable courses. Numerator: Number of students out of the denominator that earned a degree or certificate within one to six years.

Definition: The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and earned AA/AS or credit (Chancellor’s Office approved) Certificate.

Notes on Special Populations: Foster Youth: If a student is identified as foster youth on either their college application or on a FAFSA (Financial Aid) (ever) they are counted in this group. Individuals with disabilities: Any student identified as having an active disability with DSPS (Disabled Students Programs & Services) in the starting cohort year (2008-2009) is counted in this group. Per the Scorecard definition, this groups will include only those students identified as having a Primary disability registered with DSPS. Low-income students: Any student designated as: SB26 – WIA status; SC01 – CalWORKs eligibility status; SF21 – Financial Aid award type where the award is a BOGW or a Pell Grant; SV03 – VTEA economically disadvantage status; SB00 – Student reported an SSN and there was a match with the Department of Social Services in the starting cohort year (2008-2009) is counted in this group. Veterans: Any student that has registered themselves as a veteran with Admissions & Records (ever) is counted in this group. This includes active veterans, those ever receiving veteran benefits or any dependents of a veteran. English as a Second Language: Any student enrolled in an ESL course in 2008SU, 2008FA, 2009SP is counted in this group. Source: CCCCO Data On Demand, 2015 Scorecard, 2008-2009 SPAR Cohort. JD



CAMPUS-BASED RESEARCH: TRANSFER

E. TRANSFER. The 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 Population(s) The # of students

who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English.

The number of students out of << (the denominator) who actually transfer after one or more (up to six) years.

The transfer rate




A B C D (C-D) American Indian/Alaska Native 19 10 53% 50% 3% Asian 442 260 59% 50% 9% Black or African American 94 38 40% 50% -10% 9 Hispanic or Latino 334 126 38% 50% -12% 41 Native Hawaiin or other Pacific Islander 26 11 42% 50% -8% 2 White 1,102 505 46% 50% -4% 46 Undeclared/Some other race 503 311 62% 50% 12% More than one race ~~ 50% ~~ All Students 2,520 1,261 * 50% Males 1,166 583 50% 50% 0% 0 Females 1,104 554 50% 50% 0% Unknown Gender 250 124 50% 50% 0% 1 Current or former foster youth NA NA NA 50% ~~ Individuals with disabilities 198 86 43% 50% -7% 13 Low-income students 899 381 42% 50% -8% 69 Veterans NA NA NA 50% ~~ English as a Second Language (ESL) NA NA NA 50% ~~



Transfer Rate Denominator: The # of students who complete a minimum of 12 units and have attempted a transfer level course in mathematics or English. Numerator: The number of students out of the denominator who actually transfer after one or more (up to six) years.

Definition: The initial group or cohort of first-time students is evaluated six years after initial enrollment in order to determine if they have shown behavioral intent to transfer. If by six years after initial enrollment a student has completed twelve credit units and attempted transfer-level math or English, the student then enters into the Transfer Cohort and that student’s transfer outcome is calculated for a time frame of six years after initial enrollment.

Notes on Special Populations: Individuals with disabilities: Any student identified as having an active disability with DSPS (Disabled Students Programs & Services) in the starting cohort year (2008-2009) is counted in this group. Per the Scorecard definition, this groups will include only those students identified as having a Primary disability registered with DSPS. Low-income students: Any student receiving any type of financial aid including loans, grants, waivers and scholarships in 2008SU, 2008FA, 2009SP is counted in this group. Source: CCCCO Data Mart, Outcomes, Transfer Velocity, 2008-2009 Cohort, 6-Year-Period. JD



Success Indicator

Student Category

Gender Ethnicity Foster Youth Disabled Low- Income Veterans

Course Completion

DMa

Course Retention/

Success Rate

DM Course Retention/

Success Rate

4CD FAFSA/ISIR and Application matched to Colleague

Enrollment

4CD Colleague

4CD Colleague

4CD Colleague

ESL and Basic Skills Completion

DODb

Scorecard Remedial English

DOD Scorecard Remedial English

4CD ISIR and Application match to DOD Scorecard Remedial English



4CD Application match to DOD

Scorecard Remedial English

DOD Scorecard Remedial

ESL


ESL

4CD ISIR and Application match

to DOD Scorecard Remedial

ESL


ESL


ESL


Scorecard Remedial ESL


Math


Math


to DOD Scorecard Remedial

Math


Math


Math


Scorecard Remedial Math

Degree and Certificate Completion

DOD Scorecard

Completion (Associate Degree or CCCCO-

Approved Certificate)

DOD Scorecard

Completion (Associate Degree or

CCCCO- Approved

Certificate)


to DOD Scorecard (Associate

Degree or CCCCO- Approved

Certificate)

DOD Scorecard

Completion (Associate Degree or CCCCO-

Approved Certificate)

DOD Scorecard

Completion (Associate Degree or

CCCCO- Approved

Certificate)


Scorecard (Associate Degree

or CCCCO- Approved

Certificate)

Transfer

DM

Transfer Velocity

DM

Transfer Velocity

Not Available

DM

Transfer Velocity

DM

Transfer Velocity

Not Available

a CCCCO Data Mart (DM) b CCCCO Data-On-Demand (DOD)

Student Equity Plan Documentation: http://extranet.cccco.edu/Divisions/StudentServices/StudentEquity.aspx Data On Demand (Scorecard Data Specifications): http://scorecard.cccco.edu/scorecarddocumentation.aspx Data Mart: http://datamart.cccco.edu/DataMart.aspx Data Element Information: http://extranet.cccco.edu/Divisions/TechResearchInfoSys/MIS/DED.aspx


http://scorecard.cccco.edu/scorecarddocumentation.aspx

http://datamart.cccco.edu/DataMart.aspx

http://extranet.cccco.edu/Divisions/TechResearchInfoSys/MIS/DED.aspx



Appendix B



SEC PROJECT SELF-EVALUATION REPORT

Year One Project Evaluation Report

Name of Project:



SEC: Year One Project Evaluation Report Overview of Project and Measurable Outcomes Please describe your project and how it will affect a disproportionality-impacted group(s) identified in the Student Equity Plan? How does your project contribute to the inclusive excellence, student success and equity at DVC? I. Project Stakeholders What staff do you have available to help you conduct your project?

List those involved in project operations

Primary Role on the Project



II. Targeted Group(s) What targeted/disproportionality impacted population(s) is your project targeting/serving? Please note in order to be eligible for SEP funding- targeted group (s) must be identified in the student equity plan.

Disproportionally Impacted Group

(list)

Total # at DVC Sample size or N (number of students in your project)



III. Projected Evaluation Plan This evaluation plan can help you organize information about your evaluation.

Evaluation Question

Data/indicators Data Collection Methodology

Timeline for data collection



IV. Measureable Outcomes What measureable outcome(s) you considering as criteria for success in your project?

Projected Outcomes

(List)

How is this variable

measured?

What is the baseline

success data for the

targeted group (s)

What is the criteria for Success

(change or percent

increase)

How has your program's increased the college's targets

for increasing student success?



V. Project Challenges and Obstacles

Evaluation Question

Indicators Data Sources/ Methods

Person Responsible



Appendix C

Student Equity Plan Summary Budget (8/18/2015)

Date Printed12/2/2015 Page 1 of 7

for fiscal year July 1, 2015 - June 30, 2016 District:College:

1 Do First 3 Part II: Planned Student Equity Expenditures2 Part I: Student Equity Funding

Basic instructions:

This workbook contains 3 protected spreadsheets in the following order:

Blue colored cells indicate a pre-populated cell and cannot be modified.Gray colored cells indicate a formula and cannot be modified.

To print entire workbook: Go to File, Print, Entire Workbook. Select double-sided. You do not need to include this instruction page with the plan.

Contra Costa CCDDiablo Valley College

2015-16 Student Equity Plan Summary Budget

Multi-college districts that use any portion of the Student Equity allocation to conduct equity-related activities at the district level must incorporate a description of those activities into at least one of their colleges' plan narrative, and also include related expenditures in that college's Summary Budget spreadsheet.Attach the completed Summary Budget to the Student Equity Plan narrative. Email a copy of the entire plan (narrative and budget spreadsheet) and send two printed copies of the entire plan (one with original signatures) by mail, postmarked no later than Monday, November 23, 2015.

Email to: [email protected] to:Patty Falero, Student Services and Special Programs DivisionCalifornia Community Colleges Chancellor's Office1102 Q Street, Suite 4400Sacramento, CA 95811-6539

For technical questions related to adding lines to the spreadsheet or other format or entry questions, contact:Barbara Kwoka at [email protected]

For questions related to allowable expenditures, contact:Debra Sheldon - [email protected]

You may enter data in spreadsheets 2-3. Use the tab key to move around in each spreadsheet. At the bottom of some of the spreadsheets (or the back of the page if printed) are Specific Entry for certain cells or Other Instructions. You will be able to enter whole numbers only (no cents).

Yellow highlighted cells allow you to enter a value, either by selecting from a drop down list or typing in the cell.

If you need additional rows to complete your data entry in Part II, you can unlock the spreadsheet by entering the password budget1516, and add additional rows. However, care must be taken to insert rows in a way to ensure that the formulas in the totals and subtotals are correct and intact. Please contact Barbara Kwoka at [email protected] with any questions about the spreadsheet format.

Student Equity Plan Summary Budget(8/18/2015)


Part I: Student Equity Funding Enter whole numbers only1,473,850$

1,473,850$

$0

cell: F9

F12

F14F17

0

+

-

Enter your college's 2015-16 Student Equity Allocation. Due to legislative requirements, the CCCCO only calculates allocations by district. The district determines the amount allocated to each college. Colleges in multi-college districts will need to obtain their college allocation from the district office. Multi-college districts who choose to conduct and fund student equity related activities at the district level must incorporate a description of those activities in at least one of their colleges’ plans, and also include related expenditures in the Summary Budget spreadsheet. If your college is 1) part of a mult-college district, and 2) the district has chosen to conduct and fund equity related activities at the district level, and 3) the district has decided to report those activities and expenditures as part of your college plan, enter the amount of the Student Equity allocation reserved at the District level to be used for those activities. Colleges will need to obtain this information from their district office.

If the balance is positive, then the planned expenditures do not fully expend the allocation. The college needs to review the planned expenditures and make necessary adjustments. If balance remains positive, then the funds must be returned to the Chancellor's Office.

This cell will populate once the Part II Planned SE Expenditures section has been completed.

2014-15 Student Equity Plan Summary Budget.

Part II: 2015-16 Planned Student Equity Expenditures

This completed budget worksheet is an attachment to and part of the college Student Equity Plan narrative.

Balance 2015-16 College Student Equity Allocation

Part I: Funding

2015-16 Student Equity Plan Summary BudgetContra Costa CCDDiablo Valley College

If the balance is negative, then then planned expenditures exceed the allocation available and the college needs to review the planned expenditures and make necessary adjustments. The Summary Budget cannot be submitted if balance is negative.

If all of the college 2015-16 Student Equity funds have been accounted for on this plan, then the balance should be zero.

Total 2015-16 College Student Equity Allocation

This cell is the sum of: Total 2015-16 Student Equity Allocation plus Allocation Reserved at the District Level minus Part II: Planned SE Expenditures.

Student Equity Allocation Reserved at the District Level

Specific Entry Instructions

If applicable, for Multi-College Districts, Total 2015-16



Part II: Planned Student Equity (SE) Expenditures

BAM Codes

Activity ID Outreach Student Services

& CategoricalsResearch and

EvaluationSE Coordination &

Planning

Curriculum/ Course Dev. &

Adaptation


Instructional Support

Direct Student Support Total

Academic Salaries: Position Title(s) # of Hours0.00 -$ -$ -$ -$ -$ -$ -$ -$ - 0.75 A1 -$ -$ 28,000$ -$ -$ -$ -$ -$ 28,000 1.00 A1 -$ -$ -$ 95,000$ -$ -$ -$ -$ 95,000 0.25 A1 -$ 12,500$ -$ -$ -$ -$ -$ -$ 12,500 0.25 A5 -$ 5,000$ -$ -$ -$ -$ -$ -$ 5,000 0.50 D1 -$ 30,000$ -$ -$ -$ -$ -$ -$ 30,000 0.65 F1 -$ -$ -$ 50,350$ -$ -$ -$ -$ 50,350

$ - $ 47,500 $ 28,000 $ 145,350 $ - $ - $ - $ - $ 220,850

# of Hours




Planning

Curriculum/Course Dev. &

Adptation




0.00 -$ -$ -$ -$ -$ -$ -$ -$ - 0.25 A3 -$ 12,500$ -$ -$ -$ -$ -$ -$ 12,500 0.25 A4 -$ 16,500$ -$ -$ -$ -$ -$ -$ 16,500 0.80 A5 -$ -$ -$ 60,000$ -$ -$ -$ -$ 60,000 0.50 B1 -$ 35,000$ -$ -$ -$ -$ -$ -$ 35,000 0.30 B1 -$ 25,000$ -$ -$ -$ -$ -$ -$ 25,000

D1 6,500$ -$ -$ -$ -$ -$ -$ -$ 6,500 0.25 D1 -$ 11,000$ -$ -$ -$ -$ -$ -$ 11,000 0.90 D1 -$ -$ -$ 67,000$ -$ -$ -$ -$ 67,000 0.50 F1 -$ -$ -$ 25,000$ -$ -$ -$ -$ 25,000

$ 6,500 $ 100,000 $ - $ 152,000 $ - $ - $ - $ - $ 258,500

Report planned expenditures of the college Stduent Equity allocation by object code as defined by the California Community Colleges Budget and Accounting Manual (BAM). Although they appear in the CCC BAM, not all expenditures categories are eligible Student Equity expenditures. Eligible and ineligible expenditures for Student Equity funds are listed below. The Activity ID and the $ amounts to be reported under the categories: Outreach, Student Services & Categoricals, Research and Evaluation, SE Coordination & Planning, etc. must match the Activity ID and amount(s) reported for that activity in the Student Equity Plan narrative for each success indicator (Access, Course Completion, etc.).

FYE/LC - Academic ManagerFYE - Counseling (50% Equity/50%3SP)

Foster Youth - Classified CoordinatorRetention Support Services - EOPS Classified (Low-Income)

Foster Youth - Counseling (50% Equity/50%3SP

2000Classified and Other Nonacademic Salaries: Position Title(s)

Student Completion - Classified Coordinator

Male Students - TRiO Classified

Institutional Research - DO Coordinator (50/503SP)

Subtotal

Retention Support Services - FA Classified (Foster Youth)

Veterans - Classified Hourly

Student Completion - Hourly Support

Institutional Research - Faculty Reassign

Student Completion - Student Ambassador

1000

FYE - Faculty Reassignment

Subtotal

Student Completion - Counseling Degree Audit Assessment

BAM can be found at: http://extranet.cccco.edu/Divisions/FinanceFacilities/FiscalStandards/BudgetandAccountingManual.aspx


Classification

http://extranet.cccco.edu/Divisions/FinanceFacilities/FiscalStandards/BudgetandAccountingManual.aspx%23








Planning


Adptation




FYE/LC - Academic Manager A1 -$ -$ -$ 50,000$ -$ -$ -$ -$ 50,000 Foster Youth - Classified Coordinator A5 -$ -$ -$ 15,000$ -$ -$ -$ -$ 15,000

$ - $ - $ - $ 65,000 $ - $ - $ - $ - $ 65,000




Planning


Adptation




A1 8,000$ -$ -$ -$ -$ -$ -$ -$ 8,000 A2 15,000$ -$ -$ -$ -$ -$ -$ -$ 15,000 A3 4,000$ 4,000 A3 -$ -$ -$ -$ -$ -$ -$ -$ - D1 8,500$ -$ -$ -$ -$ -$ -$ -$ 8,500 C1 -$ -$ -$ -$ 10,000$ -$ -$ -$ 10,000 C1 5,000$ -$ -$ -$ -$ -$ -$ -$ 5,000 C2 20,000$ -$ -$ -$ -$ -$ -$ -$ 20,000

$ 60,500 $ - $ - $ - $ 10,000 $ - $ - $ 70,500




Planning


Adptation




A1 12,000$ 12,000A1 10,000$ 10,000A1 14,000$ 14,000A2 24,000$ 24,000A2 15,000$ 15,000A4 12,500$ 12,500A3 5,000$ 5,000A3 5,000$ 5,000A3 4,500$ 4,500A4 5,500$ 5,500A4 5,000$ 5,000A5 3,500$ 3,500A5 3,500$ 3,500A5 5,000$ 5,000

Retention Support Services - Disability Support SRC B1 30,000$ 30,000Retention Support Services - Foster Youth Services B1 10,000$ 10,000Retention Support Services - Data and Research B1 15,000$ 15,000Retention Support Services - Learning Communities B1 85,000$ 85,000

B1 10,000$ 10,000B1 25,000$ 25,000B1 20,000$ 20,000B2 18,000$ 18,000B2 15,000$ 15,000

Cross Cultural Social Justice - Student Leadeship B2 12,500$ 12,500

FYE - Welcome DayFYE - PreAssessment Bridge

Male Students - Student Leadership Training Veterans - Dashboard

Ongoing Student Orientation - Student TechnoloOngoing Student Orientation - Face to Face Wo

Supplies & Materials

Subtotal5000 Other Operating Expenses and Services

Basic Skills-Dev Ed. - Outreach

4000

3000 Employee Benefits

FYE - Junior/Senior Day

Veterans - Equity Speaker SeriesMale Students - Outreach

Foster Youth - EOPS/FA Research Foster Youth - Support Services

Cross Cultural Social Justice - ES Lit

Veterans - Welcome Day

Basic Skills-Dev Ed. - Dev Ed College wide Camp

Subtotal

Student Completion - Marketing / Campaign

Cohort Learning - College wide Campaign/Out

FYE - Marketing

Ongoing Student Orientation - Outreach/Marke

Veterans - Outreach

Veterans - Internships

Retention Support Services - Social JusticeRetention Support Services - SS & I Integration EfRetention Support Services - Training on Equity F Cross Cultural Social Justice - Student Life

Male Students - DashboardFoster Youth - Marketing





B2 35,000$ 35,000Veterans Student Services - Internships/Coop B3 4,500$ 4,500Veterans Student Services - Career/Transfer B3 5,000$ 5,000

B3 5,000$ 5,000Veterans Student Services - LC Boots to Books B3 21,000$ 21,000Basic Skills-Dev. Ed. - Navigating College Systems C1 25,000$ 25,000Basic Skills-Dev. Ed. - Implementation of Innovations C1 -$ 15,000$ 15,000

C1 8,500$ 8,500Basic Skills-Dev. Ed. - Tutoring Access/Pathways C1 15,000$ 15,000

C2 25,000$ 25,000C2 25,000$ 25,000C2 15,000$ 15,000C2 25,000$ 25,000

Cohort Learning - Cross Cultural & Leadership Events C2 -$ 20,000$ -$ -$ -$ -$ -$ -$ 20,000 Student Completion - Classroom Visits Both Campuses D1 -$ 5,000$ -$ -$ -$ -$ -$ -$ 5,000

D1 -$ -$ -$ -$ -$ -$ -$ -$ - F1 -$ -$ -$ -$ -$ 50,000$ -$ -$ 50,000 F2 -$ -$ -$ -$ -$ 85,000$ -$ -$ 85,000 F2 -$ -$ -$ -$ -$ 25,000$ -$ -$ 25,000 F3 -$ -$ -$ -$ -$ 50,000$ -$ -$ 50,000

$ 9,000 $ 211,500 $ 68,500 $ - $ 238,000 $ 267,000 $ 15,000 $ 15,000 $ 824,000 SE Equity Hour Program - District Equity Hour

PD - Literature and Library Research Database

Student Completion - Counseling Degree Audit

Institutional Research - Innovation

Subtotal

PD - Staff and Faculty Training

Cross Cultural Social Justice - Social Justice

Veterans Student Services - Speaker Series

Basic Skills-Dev. Ed. - Accelerated Academic Co

Cohort Learning - Write Plans & Evaluate Progra Cohort Learning - Create non-credit support coCohort Learning - Speaker SeriesCohort Learning - College Tours








Planning


Adptation




-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

$ - $ - $ - $ - $ - $ - $ - $ - $ -

Activity ID Outreach Other Student

ServicesResearch and


Planning


Adptation




B1 -$ -$ -$ -$ -$ -$ -$ 15,000$ 15,000 B1 -$ -$ -$ -$ -$ -$ -$ 20,000$ 20,000

-$ -$ -$ -$ -$ -$ -$ -$ - $ - $ - $ - $ - $ - $ - $ - $ 35,000 $ 35,000

Grand Total $ 76,000 $ 359,000 $ 96,500 $ 362,350 $ 248,000 $ 267,000 $ 15,000 $ 50,000 $ 1,473,850

6000 Capital Outlay

Subtotal

Retention Support Services - TutoringRetention Support Services - Pyschosocial/Book Voucher

7000 Other Outgo

Subtotal





Part II: Planned SE Expenditures Other Instructions

A complete list of eligible and ineligible uses of student equity funds is available on the CCCCO website at http://extranet.cccco.edu/Divisions/StudentServices/StudentEquity.aspx. Funding listed for specific activities in the plan narrative, must also be entered into the Summary Budget spreadsheet. Equity funds are intended to augment programs or services for students. Districts and colleges cannot use equity funds to supplant funding for programs, positions or services funded from another source, prior to the availability of equity funds in the 2014-15 FY. Multi-college districts who choose to conduct and fund student equity related activities at the district level must incorporate a description of those activities in one or several of their college’s plans, and also include related expenditures in the Summary Budget spreadsheet for that college or colleges. The spreadsheet has a separate signature page from the narrative that requires the signature of the district chief business officer and the district chancellor or chief executive officer, since districts are the legal fiscal agent for student equity funds.

Eligible expenditures:1. Targeted outreach to potential student groups and communities identified in the Student Equity Plan as being from disproportionately impacted groups, including targeted publications and outreach materials. 2. Student services and student services categorical programs that directly support improved outcomes on success indicators for target populations prioritized in the Student Equity Plan. 3. Research and evaluation related to improving student equity. 4. Hiring a student equity program coordinator and staff directly supporting and implementing student equity activities. 5. Support for student equity planning processes. 6. Food and beverages for equity-related planning meetings, professional development or student gatherings.7. Professional development, including funding of consultants to educate faculty and staff on the effects of inequities and strategies to reduce them; methods for detecting and researching inequities and their effects on college programs and local communities; improving the use of data, and effective practices and methods for addressing and improving outcomes for under-served students.8. Developing or adapting academic or career-related programs, curriculum and courses to improve student equity outcomes. 9. Providing embedded tutoring, counseling support for learning communities, and other instructional support services that do not generate FTES. 10. In-State travel in support of student equity. Out-of-state travel for college employees or students will be considered on a case-by-case basis, with prior approval from the Chancellor's Office.11. Computers and related peripherals to be used primarily by students, excluding large scale technology projects.12. Other Direct Student Support including books, miscellaneous supplies and materials for students, student transportation, and child care.

Ineligible Expenditures:1. Construction, maintenance or purchase of buildings -- Student Equity funds may not be used for the construction, remodeling, renovation, maintenance or purchase of buildings. 2. Gifts -- Public funds, including Student Equity funds, may not be used for gifts or monetary awards of any kind. 3. Stipends for Students -- Student Equity funds cannot be used to pay stipends to students for participation in student equity activities. 4. Computers and related technology to be used primarily by faculty and staff, office supplies and furniture – Student Equity funds cannot be used for purchasing computers for use by employees, office supplies or furniture (desks, chairs, bookcases, etc.)5. Other Administrative, Faculty or Staff Salaries and Benefits -- Student Equity funds cannot be used to pay for any staff or administrative overhead costs that do not directly support Student Equity described in the college’s approved plan, such as budget office staff, business office staff, etc. 6. Political or Professional Dues, Memberships, or Contributions – Student Equity funds cannot be used for these fees or expenses. 7. Rental of Off‐Campus Space -- Student Equity funds may not be to pay for off‐campus space. 8. Legal and Audit Expenses -- Student Equity funds may not be used to pay for legal or audit expenses. 9. Indirect Costs -- Student Equity funds may not be used to pay for indirect costs, such as heat, electricity, or janitorial services. 10. Unrelated Travel Costs -- Student Equity funds may not be used for the cost of travel not directly related to Student Equity activities or functions. 11. Vehicles -- Student Equity funds may not be used to purchase or lease vehicles. 12. Clothing -- Student Equity funds may not be used to purchase clothing such as jackets, sweatshirts, tee shirts, or graduation regalia (with the exception of required work uniforms for students). 13. Courses -- Student Equity funds may not be used to pay for the delivery of courses, including tutoring and supplemental instruction that generate FTES. 14. Unrelated Research -- Student Equity funds may not be used for institutional research that is not directly related to evaluating or improving Student Equity outcomes. 15. Supplanting -- Student Equity funds may not be used to supplant general or state categorical (restricted) district funds expended on Student Equity activities prior to the availability of Student Equity funding beginning in FY 2014-15. Any direct student support provided should supplement, not supplant any services provided to students currently participating in college categorical programs and any other federal, state, and county programs.

Student Equity Plan 2015-16 Budget

Documents

Student Equity Plan - Diablo Valley College · DIABLO VALLEY COLLEGE STUDENT EQUITY PLAN ... Activities to Improve Degree and Certificate Completion for Target Student Groups D.1