January 2018 - Cypress Collegenews.cypresscollege.edu/Documents/ir/planning-documents/...Cypress College. Must be eligible for grants or loans. The program ran for Spring 2016 and

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

Page 1 of 22

9200 Valley View Street, Cypress, CA 90630

January 2018


Page 2 of 22

1. Assess your college’s previous program efforts: a. In the table below, list progress made toward achieving the goals outlined in your 2015-

16 SSSP, Student Equity, and BSI plans. Expand the table as needed so that all of your goals are included.

SSSP Goals Progress

Increase number of high school students completing the three core services through the early start program (Charger Fridays).

A total of 158 students participated in the Early Start Program during spring 2016. These students completed all three required core services on the same day.

The numbers have doubled for spring 2017 with 341 students.

Increase number of high school students to enroll in the Summer Boost Program for enhanced course placements in English and math.

A total of 35 students participated in English Boost 2016.

85.3% received a boost to take a higher level English class.

A total of 58 students participated in Math Boost.

24.1% boosted to take one higher level math.

1% boosted to take two levels higher math.

56.8% received no boost.

Implement pilot project using Multiple Measures Assessment for alternative course placements.

A total of 160 students participated in the MMA Pilot Project in 2016.

62.5% placed into college-level English.

48.4% placed into college-level math.

Increase number of electronic Student Educational Plans generated for students.

Effective October 24, 2016, Cypress College fully implemented the Electronic Student Educational Plan component by going live with its Degree Audit and Online SEP through Degree Works.

All SEPs generated through individual counseling appointments as well as individual walk in are captured in Degree Works where students can access it through the student portal.

Increase follow up services for probation students.

An Online Student Success (Probation) workshop was finalized during fall 2016 to provide probationary students more easy access on the steps and necessary resources to get off probation.


Page 3 of 22

Student Equity Goals Progress

Increase Outreach services to target populations utilizing multi-lingual, multi-racial, gender, and age diverse Student Ambassadors.

This activity was listed in the 2015-2016 Student Equity Plan as support of the Outreach Manager. The College is now in transition, reorganizing the organizational structure, and an Outreach Manager has not been utilized since January 2017.

Increase funding to Summer Boost program, which offers first-time students assessed into Basic Skills math and/or English a summer refresher workshop.

Cypress College is currently using the Summer Boost program as an accelerated learning model in its effort to enhance student course placements in English and math.

Continue outreach to non-English speaking families and students by translation of key campus materials, collaboration with ESL department.

Continuation of this program was not a primary focus for the 2015-2016 or 2016-2017 academic years. The necessity of this program is obsolete; therefore, the program is discontinued.

Increase funding to Puente and Legacy programs that support students of color.

Legacy Program: Increase of student participation from 9 to 27 from 2015-2016 to 2016-2017 Puente Program: 100% retention and promotion to sophomore year of 32 students

Provide supplemental funding to the Library and Learning Resource Center (LLRC) to increase the number of Supplemental Instructors in various classes and specialized programs.

Student Equity supported the salaries of tutoring services for the LLRC. Number of students seen by SE funded Tutors: Spring 2016 estimated 480 students Fall 2016 estimated 689 students Spring 2017 estimated 692 students *SE also supports the Veteran’s Resource Center and the Legacy Program students, in addition to our LRC tutorial services.

Provide Lending Libraries through several programs and divisions to

Health Sciences (CTE Programs):


Page 4 of 22

relieve the financial burden that prevent low-income students from completing their degree/certificate goals.

Spring 2016

168 requested book support, 91 students were awarded book support

21 Males; 70 Females

18-19(1); 20-29(44); 30-39(27); 40-50(12); 51-60(2)

22 White, 25 Asian, 36 Hispanic/Latino, 5 African American, 1 Pacific Islander, 2 Other

2 Veterans Fall 2016

98 requested book support , 74 students were awarded book support

14 Males; 60 Females

20-29(45); 30-39(22); 40-50(7)

17 White, 24 Asian, 21 Hispanic/Latino, 5 African American, 7 Other

2 Veterans Eligibility Requirements-

Be enrolled/accepted in one of the Health Science programs.

Be enrolled in a minimum of 6 units during the semester.

Have a current financial aid application on file at Cypress College. Must be eligible for grants or loans.

The program ran for Spring 2016 and Fall 2016 and then discontinued due to an increase in workload of the individual who was facilitating the program.

Hire a new, full-time Learning Disability (LD) Specialist in the DSS Department to operate its Learning Disability program.

Student Equity paid for partial salary and benefits for a part-time LD Specialist for Spring 2016. Number of students seen during these periods:

Fall 2016 – 211 (Duplicated Count)

*The College now absorbs the full salary of the Learning Disability Specialist. A primary goal of the Student Equity efforts.


Page 5 of 22

Hire a new Student Services Specialist to schedule and implement testing services and accommodations for students with disabilities.

Student Equity paid for partial salary and benefits (50%) for a Student Services Specialist for Spring 2016, Fall 2016, and Spring 2017. Number of students seen during these periods: Spring 2016 – 1,732 (Duplicated Count) Fall 2016 – 1,720 (Duplicated Count) Spring 2017 – 1,887 (Duplicated Count) *The College now absorbs the full salary of the Student Services Specialist, a primary goal of the Student Equity efforts.

Expand the English Department’s ACCESS program that allows faculty to educate students in their Basic Skills English 60 class on resources around campus.

Full program report and demographic information found here. (Access Report F16 – attachment #1)

Fund the College Success Factors Index (CSFI) instrument.

Due to resources and the transition of the Adjunct Counselors, there were no CSFI administered during 16-17 academic year. The Counseling department is looking into utilizing the instrument in our work with students on probation. Reported data for Title V was completed at the conclusion of the grant in 15-16 academic year.

Continue participation in the M2C3 Consortium.

Cypress College remains a part of the consortium, which is now identified as the Community College Equity Assessment Lab (CCEAL). In addition, the College continues to participate in the ongoing training opportunities offered by Drs. Frank Harris and Luke Wood, co-directors of the CCEAL program. Lastly, new and continuing faculty are invited to participate in our Teaching Men of Color certificate program, another product of CCEAL training efforts. The College’s Professional Development program offers this opportunity to 255 participants each academic year.

Expand Professional Development offerings - Professional Development Student Equity Series.

For the 2015/2016 and 2016/2017 academic years, Student Equity collaborated with the Professional Development office to deliver streamlined, equity-minded PD trainings for faculty and staff. Full-time faculty participated in workshops for Equivalent Unit Credits


Page 6 of 22

(EUC) for salary advancement. Faculty earned .5 units towards salary advancement for every 10 hours of professional development. Every person who completed at least 10 hours of Student Equity workshops was given a Student Equity certificate. For the 2017/2018 academic year, Dr. Veronica Neal of DeAnza Foothill College is leading the Professional Development training. This project, the Equity Professional Certificate/Professional Development Series, provides participants with a year-long equity-minded training, culminating in a certificate of completion. On average each year, PD supports 25-50 participants at each training workshop. Training workshops information found here. (SE Workshop schedule rev 10-16 – attachment #2) (equity-certification_Final – attachment #3) (Equity Professionals Certification Track – attachment #4) (Strengths Finder – attachment #5)

Introduce an educational pathway for entering-students majoring in one of the sciences (The Science Institute).

The Science Institute (TSI) was designed to serve

underrepresented students (primarily African American)

interested in majoring in STEM. To attract and recruit

students from underserved groups, the STEM2 Program

decided to alter the math criteria required for students to

join, which now positively affects students who are

beginning in Math 10 and 15. Students who were in the

process of completing prerequisites for college-level math

courses were now eligible to join the program. This

change has resulted in a more diverse student population

within the STEM2 organization.

The Science Institute Total students: 14 Age: (18-24) 9 students; (25-34) 4 students; (35+) 1 student Gender: Male=7 students; Female=7 students Ethnicity/Race:


Page 7 of 22

Mexican American/Chicano = 8 students African American/Black = 2 students Asian American/Asian = 1 student White, Non-Hispanic = 1 students Other = 2 students

Provide funding to EOP&S and Guardian Scholars to support low-income students to increase awareness of four-year university/colleges transfer options.

EOPS For the 2015-16 academic year the EOPS program hosted two university trips; one in the fall and one in the spring. The purpose of these trips were to expose first generation low-income EOPS students to various universities to increase awareness and promote transfer. Many of our students have not had the opportunity to travel outside of Southern California, so attendance for these students encouraged exploration of various educational pathways. Demographics: All EOPS students were given the opportunity to apply to attend the Northern and Southern University Tours. Students selected were vetted by a holistic approach ensuring we have a diverse range of students in attendance. EOPS University Tour Data for academic year 2015-2016: Northern Trip 2015

Number of students who attended: 35

Universities visited: UCSB, UCLA, UC Davis, UC Berkeley

Southern Trip 2016

Number of students who attended: 35

Universities visited: UCSD, San Diego State, UCI Guardian Scholars For the 2015-2016 academic year, 44 unduplicated students enrolled in the Guardian Scholars program. Of those 44 students, none graduated or transferred. All 44 were awarded book service grants. Each grant amount differed depending on their book fee costs.


Page 8 of 22

Twenty-two (22) students attended the New Student Orientation, 11 attended the Transfer workshop, and 7 attended the Interview Skills workshop. Demographics: All students in the program are either current or former wards of the court, first generation college students, and between the ages of 17 and 35. Guardian Scholars Data for Academic year 2015-2016:

Students Served: 44

Students graduated and/or transferred: 0

Workshops offered: o Guardian Scholar New Student Orientation: 22

attended o Transfer Scholarship Workshop: 11 attended o Interview Skills workshop: 7 attended

Book service grant: $10,000.00 allocated for each semester. (Students received a portion of this allocation depending on the cost of books. All fees were covered for every student.)

Provide funding for the STEM2, which is designed to help students reach their academic goals.

Book Vouchers: Spring 2016- 61 students Fall 2016- 80 students Spring 2017- 139 students Summer Research Opportunity with California Polytechnic University, Pomona 15 students received Summer Lab positions at the university (which included transportation, food vouchers, and laboratory supplies) to increase preparation for transfer.

Continued funding of Special Project Director, Student Equity and Senior Research Analyst.

The support of this position is ongoing.

Utilize Equity funding to support a new, full-time position of Special Project Coordinator for the Veteran’s Resource Center (VRC).

*The College now absorbs the full salary of the Veterans Resource Center’s Manager, a primary goal of the Student Equity efforts.

Provide funding to the Associated Student Organization (ASO) to

Support of ASO clubs is ongoing. The activities promoted and sponsored for the ASO support target demographics


Page 9 of 22

support their student groups tailored for the Student Equity plan’s target populations.

as identified by the SE mandate, such as racial and ethnic minority groups, and LGBT identifying students.

Support of Equity Ally Project and annual Student Equity Retreats.

Support of the Equity Ally program is ongoing. The annual Student Equity Retreat has now been adopted by our District’s Professional Development Office. Facilitation of the program is now a concerted effort between the sister colleges and the District.

BSI Goals Progress

Increase the percentage of basic skills students progressing to the next level course or college-level courses in mathematics, English, and English-as-a-Second Language from credit basic skills courses in the same disciplines.

The college regularly sends a Stop Out flyer to students to increase the likelihood of students enrolling in the next course in the course sequence. The college regularly analyzes completion rates for individual courses and course sequences using local data, and monitors CCCCO Scorecard basic skills completion rates which have consistently been above the statewide average.

Increase utilization of campus resources by basic skills students (including those defined by the Achievement Gap within Cypress College’s Strategic Plan) to support them in course completion, awards, and transfer. These resources might include academic support services, student support services, tutoring, counseling, and the like.

College faculty encourage and often require students to use the MLC and ESC through the assignment of Directed Learning Activities (DLA’s) that emphasize critical content areas. Intrusive counseling techniques are used to increase the connection between at risk students and counselors.

Identify, develop, and deliver professional development opportunities to faculty which support student success and academic achievement for their students enrolled in basic skills and ESL courses.

Faculty and staff regularly attend conferences to improve instructional pedagogy in Basic Skills instruction and academic support.


Page 10 of 22

b. To what do you attribute your overall success or lack thereof? (This answer can be in narrative or bullet; 100 words maximum) Overall success can be attributed to increased funding for programs that provide out-of-classroom services (e.g. tutoring, mentoring, counseling, transportation vouchers) to support our disproportionately impacted students, as well as the development and expansion of supportive pathways for incoming students, such as Charger Experience and Summer Boost. Additionally, student equity and SSSP funded additional staffing to support various student service areas which has also contributed to our successes. Opportunities for growth include the expansion and institutionalization of programs and practices that have demonstrated success (e.g. the tutoring services in the LLRC, multiple measures).

c. In the table below, identify one goal from your 2015-16 plans that intersects SSSP, Student Equity, and BSI and describe the integration activities. (Note: For the 2017-19 plan, integrated goals are required.)

2. Describe one strategy or activity that your college has implemented that is resulting in significant gains in student completion or closing of achievement gaps. The Chancellor’s Office will use this information to assist in dissemination of effective practices to other colleges.

Goal Activities in each program that serve the goal listed

SSSP Student Equity BSI

Increase number of high school students to enroll in the Summer Boost Program for enhanced course placements in English and math

Provide all incoming high school students with the opportunity to advance a level in English and/or math through participating in a short 8 day session (Math offered two 12-day sessions)

Collaborate with SSSP and participating high schools to schedule bus transportation to Cypress College for students participating in Summer Boost Student Equity absorbed the expenses related to transportation

BSI funding paid for initial development of the instructional program Transitioned to SSSP after a successful pilot was completed


Page 11 of 22

Cypress College is currently using the accelerated learning model in its effort to enhance student course placements in English and Math. Summer Boost is an intentionally designed program to provide all incoming high school students with the opportunity to advance a level in English and/or Math through participation in a short 8-day session. The collaboration between SSSP, Student Equity, and the English Department resulted in the integration of an English Composition component to its Summer Boost program for the first time during the summer 2016 program. Students who are placed into basic developmental English through the college assessment as well as using high school data were highly recruited for this pilot effort. Although the numbers were small for the English Boost program, however, as a direct result of the English Composition Boost curriculum component, most of these students were placed into the college level English class. Below is the Summer Boost Program Demographic Comparison as well as the Comparison of the English initial and boosted placements:

Table 1. Summer Boost Program Demographic Comparison

Gender Summer Boost

(n = 70)

Overall Population

(N = 16,177)

Female 48.6% 54.3%

Male 50.0% 44.0%

Unknown 1.4% 1.7%

Age

0-19 94.3% 24.2%

20-24 4.3% 44.0%

25-49 1.4% 29.2%

50+ - 2.7%

Ethnicity

Am. Indian or Alaskan Native 0.0% 0.6%

Asian, Filipino, or Pacific Islander 27.1% 26.6%

Black Non-Hispanic 1.4% 5.3%

Hispanic 60.0% 48.3%

Unknown 0.0% 1.0%

White Non-Hispanic 11.4% 18.3%

Special Populations of Interest

DSS 10.0% 4.0%

Financial Aid Recipients 80.0% 64.1%

Foster Youth - 0.1%

Veteran 0.0% 1.7%


Page 12 of 22

Source: Summer Boost Program: Data from fall 2016, Cypress Institutional Research & Planning Report

Source: Summer Boost Program: Data from fall 2016, Cypress College Institutional Research & Planning Report


Page 13 of 22

Students who signed up for the Math Boost program are assessed in strengths as well as areas of improvement depending on their level of math. Designated instructors provided guided skill development in the topics of Pre-Algebra, Algebra I and Algebra II. A small number of students who placed into transferable level math had the opportunity to participate and refresh their skills in Algebra II to order to be better prepared for the transferable level math. The trends for math are different for students who participated in the math boost component. The data above showed that only a small number of students are boosted into one level higher for math. This does provide a good foundation for the college to reexamine the foundation as well as planning for future Math Boost sessions. The Math Department has begun to modify its teaching pedagogy for the summer 2016 Math Boost program. By doing this, they refer those students who placed at the basic math level either through the college assessment process and/or through high school data to an existing non-credit Math Co-Lab where students can work with individualized math learning modules for possible placement into Elementary Algebra level or a combined Elementary and Intermediate Algebra class.

FUTURE PLANS Questions 3-8 address the 2017-19 planning cycle. 3. Establish integrated student success goals to be completed/achieved by June 30, 2019, along

with corresponding activities designed to achieve those goals. Goals must be outcomes-based, using system-wide outcomes metrics. For example:

Basic skills completion, including, but not limited to, (1) increasing the number of students successfully transitioning to college-level mathematics and English courses, and 2) reducing the time it takes students to successfully transition to college-level mathematics and English courses.

Closing achievement gaps for disproportionately impacted groups.

Improving success rates in degree attainment, certificate attainment, and transfer.

Improved identification of and support for students at-risk for academic or progress probation.

Deeper collaborations with high school districts, workforce agencies, or other community partners, particularly to increase students’ college and job readiness

Improved noncredit student success for those with noncredit offerings (e.g., CDCP certificates awarded, course success, and noncredit-to-credit transition)

Select five integrated goals for the period covering this plan and complete the following table, showing how each goal connects across programs as well as the activities/steps you will implement to achieve each goal (Note: not all cells are required to be completed for each goal, but goals should cross at least two programs). Include at least one goal for each of


Page 14 of 22

three programs: Student Success and Support Program (core services), Student Equity, and Basic Skills.

Goal

Activities in each program that serve the goal listed Goal Area

SSSP Student Equity BSI

Increase access and promote success to prospective and incoming students through mandated core services.

Provide one day assessment, orientation and educational planning for targeted feeder high schools through Charger Fridays.

Provide bus transportation to students to increase participation of underrepresented students.

Provide counseling support for students who placed into basic skills English, math, and/or ESL.

Access Retention Transfer ESL/Basic Skills

Completion Degree & Certificate

Completion Other:___________

Increase the percentage of basic skills students progressing to the next level course or college level courses in mathematics, English, and English-as-a-Second Language.

Collaborate with Institutional Research Office to obtain Cal Pass Data. Develop MMA Implementation Guidelines. Provide additional counseling services to assist with MMA.

Provide professional development opportunity for faculty to attend the California Accelerated Project Conference.

Provide Chrome Books for classroom use in English and Reading. These computers allow instructional faculty to read student work. Counseling support for students who placed into basic skills level. Provide workshops to assist students in creating educational plans to increase the likelihood of enrolling in the next sequence, as well as connecting them to campus

Access Retention Transfer

ESL/Basic Skills Completion Degree & Certificate Completion Other:___________


Page 15 of 22

resources to help them succeed in Basic Skills coursework.

Increase success rates for students meeting benchmarks towards degree/certificate attainment, and/or transfer.

Implementation of the Charger Experience, a bridge program, to support improved academic placements in English and Mathematics. Use of multiple measures for appropriate placement in English and Mathematics. Expansion of the Summer Boost program to include winter session. Funding for General Adjunct Counselors to support orientations and student access to Counselors for the development of abbreviated education plans. Funding for Probation Adjunct Counselors to support an early alert identification system for students in need

Provide funding for research into data collection software/tech for faculty use to ensure that students are meeting course benchmarks. Continue funding to special, support service programs that support counseling and advising to ensure that students are closely following their Educational Plans.

Fund development of Directed Learning Activities (DLA’s) that can be used to reinforce math concepts used repeatedly throughout several levels of instruction from the lowest levels of Basic Skills to transfer level courses. Development and implementation of Stop Out surveys to understand why students do not progress from one course to the next in a sequence.

Access Retention Transfer ESL/Basic Skills Completion Degree & Certificate

Completion Other:___________


Page 16 of 22

of support and comprehensive education plans for returning students, as well as re-entry probation students. Funding to support Career Adjunct Counselors, and assessment materials to support major selection of students and the implementation of career assessments to the public. Funding for Admission & Records staff for transcript evaluation.

Increase degree, certificate and transfer rates, particularly for underprepared and/or underrepresented students.

Provide assessment and placement based upon multiple measures. Implementation of Charger Fridays for high school seniors for assessment. Collaborate with independent living programs, continuation high schools from the surrounding areas.

Provide learning communities and pathways for degree/cert completion and/or transfer to four-year universities. Programs will track their participation from start to completion. Funded transportation for Charger Friday participants, specifically

Provide tutoring services for students who were assessed into basic skills math to prepare them for supported learning communities and pathways.

Access Retention Transfer ESL/Basic Skills

Completion Degree & Certificate Completion Other:___________


Page 17 of 22

Charger Experience to support appropriate initial placement in English and Math. Expansion of the Summer Boost program to include Winter Session to include returning adult re-entry students. Development of educational plans by the Counseling Department. Orientation workshops for incoming students.

continuation school programs.

Integrate credit and non-credit instruction and student support services for student success.

Provide extended recruitment information through the Assessment Center to those students who placed into Basic Mathematics and Pre-Algebra regarding Math Co Lab. Provide .25 FTE Counselor to provide case management and tracking of student participants.

N/A Provide counseling services, including the NOCE/CC Math Co-Lab for students assessing into Math 10 and Math 15

Access Retention Transfer ESL/Basic Skills Completion Degree & Certificate

Completion Other: Development of academic and non-

academic study skills


Page 18 of 22

4. How will your college accomplish integration of matriculation, instruction, and student support to accomplish your student success goals? Include in your answer how your college will ensure coordination across student equity-related categorical programs or campus-based programs. (500 words max) The integration of matriculation, instruction, and student support for student success goals has been initiated through collaboration between the college and the local high schools. Access to high school students through outreach, funded and supported by Student Equity and SSSP, has provided opportunities for career exploration, as well as skill development, and psychological engagement with Cypress faculty, staff, and students. Through Dual Enrollment potential Cypress College students are offered courses starting in 10th grade that may lead to a certificate upon graduation from high school. Also, Charger Experience, supported primarily by SSSP, a high school bridge program, supports initial placements in English and math through supporting basic skills development the summer after high school graduation. Further, instruction has been included in the implementation of multiple measures for placement in English and math for all incoming freshmen. Student support services, such a Counseling to develop first semester education plans, access to free career assessment inventories, as well as information about categorical funded programs, such as EOPS, is provided to students as well. By reviewing the processes, objectives, and budgets of matriculation, instruction, and student support, Cypress College will integrate services rendered at the college to support student outcomes.

5. If your college has noncredit offerings, describe how you are including these offerings in moving students through to their goals, including post-secondary transitions and employment (250 words max) The Math Co-Lab is a collaboration between the credit and non-credit institutions at Cypress College. This program allows Cypress College students who assess into Math 10 or 15 to complete coursework for these classes in an open lab setting through North Orange Continuing Education (NOCE). If they successfully complete the program, the student transitions back to Cypress College to enroll in Math 20 or 41 for credit the following term. The Co-lab is staffed by one math instructor and various math tutors. Students complete 18 assignments and must receive an 80% or higher on all coursework to pass the non-credit program. This program also provides counseling to all participants to help improve their time management and study skills. The Math Co-Lab counselor acts as a case manager. On a weekly basis, the counselor monitors students’ attendance and progress, and provides interventions to ensure students are successful in making the transition back to Cypress College. Tuition and textbooks are free for students in the Math Co-Lab Project. For the 2014-15 school year, 60 students enrolled in and successfully completed the Math Co-


Page 19 of 22

Lab at NOCE. Thus far 78.3% (n = 47) of these students have enrolled in math courses at Cypress College including MATH 20, 41, 115, and 120; this is compared to our baseline. In 2013-14, 61 students enrolled in and successfully completed the Math Co-Lab. Of these students, 33 enrolled in Math 20 upon co-lab completion, and these students were 63.6% successful compared to the 44.8% success rate of the course overall. (Strategic Plan 2014-17)

6. Describe your professional development plans to achieve your student success goals. (100 words max) Given the importance of professional development (PD) and training in shaping a shared understanding of what it takes to obtain student success, our campus is conducting PD and ongoing trainings to create dialogue around cultural-competency and equity-mindedness. Substantial Student Equity funding is allocated towards PD to create goals and objectives, as well as activities, which illustrate our institution’s efforts towards creating training and programming that is offered to each level of constituency: students, staff, administrators, faculty, and senior leaders.

7. How and how often will you evaluate progress toward meeting your student success goals for both credit and noncredit students? You could analyze milestones, momentum points, leading indicators, or any other metric you find appropriate for your college. (100 words max) The Institutional Research and Planning Office will provide updates on a semester, annual, or as-needed basis depending on the program or activity being evaluated. SSSP and Student Equity have dedicated Senior Research and Planning Analysts who work closely with program directors to provide disaggregated data, survey results, decision-making support, and serve as resource members on relevant committees. Short-term and mid-term outcomes including success, retention, and persistence rates will be provided each semester. One long-term focus will be to track the progress of basic skills students through transfer-level courses and the impact of various initiatives and activities including multiple measures.

8. For multi-college districts, how will you coordinate your efforts for SSSP, Student Equity, and BSI, with other colleges in your district to achieve your student success goals? (100 words max)

Districtwide strategic conversations that provide dialogue and action plans that prepare attendees to work with diverse student populations

Districtwide strategic planning

Districtwide SSSP/BSI/SE meetings with administrators, faculty, and staff


Page 20 of 22

IEPI and 3CSN workshops, trainings, and professional development

Districtwide Student Equity Symposiums

9. Using the document “BSI SE SSSP Integrated Budget Plan 2017-2018” and your 2017-2018 annual allocation amounts, provide a budget plan specifying how you will utilize your BSI, SE, and SSSP funds to help achieve your student success goals. BSI SE SSSP Integrated Budget Plan 2017-2018 is attached.

10. Each college must create an executive summary that includes, at a minimum, the Student Equity goals for each required student group, the activities the college will undertake to achieve these goals, and the resources budgeted for these activities. The executive summary for this plan must also include an accounting of how Student Equity funding for 2014-15, 2015-16, and 2016-17 was expended and an assessment of the progress made in achieving the identified goals from prior year plans. The summary must also include the name of the college or district official to contact for further information. The executive summary must be posted to the college website. Provide a link to your college’s executive summary below: The Cypress College Student Equity Executive Summary is attached.

11. What support from the Chancellor’s Office (e.g., webinars, workshops, site visits, etc.) and on what topics (e.g., budget, goal setting, expenditures, data visualization, etc.) would help you to accomplish your goals for student success and the closing of achievement gaps?

Webinars and /or conferences on effective strategies for retention of disproportionately impacted students/closing the achievement gap

• Site visits to review Integrated Planning progress and results • Develop an Integrated Planning Committee at the State Chancellor’s Office


Page 21 of 22

12. Identify one individual to serve as the point of contact for your college (with an alternate) for the Integrated Plan and provide the following information for that person:

Point of Contact: Name: Dr. Paul deDios Title: Dean of Counseling, Student Development, Admissions and Records Email Address: [email protected] Phone: (714) 484-7335

Alternate Point of Contact: Name: Celeste Phelps Title: Director of Disability Support Services Email Address: [email protected] Phone: (714) 484-7107


Page 22 of 22

Part III – Approval and Signature Page College: Cypress College District: North Orange County Community College District Board of Trustees Approval Date: __________________________________________________ We certify the review and approval of the 2017-19 Integrated Plan by the district board of trustees on the date shown above. We also certify that the goals, strategies and activities represented in this plan meet the legislative and regulatory intent of the Student Success and Support (credit and noncredit), Student Equity, and Basic Skills programs and that funds allocated will be spent according to law, regulation and expenditure guidelines published by the California Community College Chancellor’s Office. ______________________________________________________________________________ Chancellor/President Date Email Address ______________________________________________________________________________ Chief Business Officer Date Email Address ______________________________________________________________________________ Chief Instructional Officer Date Email Address ______________________________________________________________________________ Chief Student Services Officer Date Email Address ______________________________________________________________________________ President, Academic Senate Date Email Address

A.C.C.E.S.S. Achieving Cypress College

Educational Student Success Fall 2016 Findings

Institutional Research and Planning

6/7/2017

Attachment #1

1

Table of Contents

Background ..................................................................................................................... 2

Results ............................................................................................................................ 3

Pre-Survey ............................................................................................................................. 3

Post-Survey ............................................................................................................................ 3

Familiarity with Campus Resources .................................................................................... 3

Resource Visitation ............................................................................................................. 4

Inclusion of Program Components ...................................................................................... 5

Helpfulness of Program Resources ..................................................................................... 5

Implications and Conclusions .......................................................................................... 6

Appendix A: Differences in Reported Familiarity of Support Services by Demographics 7

Appendix B: Differences in Reported Visitation of Support Services by Demographics .. 8

2

Background The A.C.C.E.S.S. program was developed to help increase access to student support services for new students taking English 60, a basic skills English course. The 20-question entrance survey was administered to 1,640 students in 30 different ENGL 060 classes (n = 687) as well as 40 different ENGL 100 classes (n = 953) at the start of the Fall 2016 semester. Fall 2016 marked the first-time that the program was piloted in ENGL 100 classes in addition to ENGL 060. Additionally, while 1,290 students responded to the post-survey, a printing error lead to decreased data quality, decreasing the post-survey sample to 731 students respondents (over half of all initial post-survey responses). Survey contents measured students’ familiarity with the various support services on campus. The survey consisted of 3-point Likert-type scales where 1 indicated no familiarity, 2 indicated some familiarity, and 3 indicated the most familiarity with a particular support service. Students provided demographic data related to age, gender, and ethnicity (see Figures 1 – 4 below). Overall, nearly half of all survey respondents noted that it was both their first-time in college as well as their first-semester at Cypress College; Only 31.0% (n = 488) of the survey respondents reported that they had previously enrolled in ENGL 60 at Cypress College within 3 years. These students are excluded from the results section on the following pages, as they had previously participated in the A.C.C.E.S.S. program in ENGL 60.

Figure 1. Familiarity with the college

Figure 2. Students by age

Figure 3. Students by gender

Figure 4. Students by ethnicity

46.6% 45.9%

31.0%

First-time in college (n = 1,578) First semester at Cypress College(n = 1,599)

Previously enrolled in ENGL 60 atCypress College within 3 years (n

= 1,573)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

55.9%

31.0%

7.4%5.2% 0.6%

19 or less (n = 900)

20 - 24 (n = 499)

25 - 29 (n = 119)

30 - 49 (n = 84)

50+ (n = 9)

51.7%

42.9%

1.6%3.8%

Female (n = 848)

Male (n = 704)

Transgender (n = 26)

Declined (n = 62)

22.6%

5.2%

45.3%

0.7%16.2%

10.0%

Asian/PI (n = 371)

Black (n = 85)

Hispanic (n = 743)

Native American (n = 12)

White (n = 265)

Unknown (n = 164)

3

Results

Pre-Survey These pre-survey results relate to those students which had not previously taken ENGL 60 at Cypress College within three-years (n = 1,152, 70.2% of pre-survey responses). Overall, students reported having the most familiarity with various tutoring centers in the Library and Learning Resource Center (LLRC) alongside the financial aid office and the counseling and student development center. In contrast, students noted the least familiarity with the veteran’s resource center, the foundation office, and disabled student services (DSS). Overall, students had more familiarity with the various tutoring, financial aid, and counseling services compared to special programs that serve smaller groups of students (see Figure 5).

Figure 5. Familiarity ratings for student support services

Post-Survey Familiarity with Campus Resources

When examining students’ familiarity with the various campus support services presented through the A.C.C.E.S.S. program, significant differences were found for all areas examined. More specifically, students became significantly more familiar with all of the resources and support services, when compared to results from the pre-survey (see Figure 6 and Table 1). The areas in which students learned the most, as a direct result of the program, included the health center, transfer center, career center, and student activities center. In contrast, students learned the least about the financial aid office, LLRC tutoring, and special programs; however, students already had high ratings for their knowledge of the financial aid office as well as LLRC tutoring.

Figure 6. Longitudinal comparison of familiarity with student support services ***Note. Students reported becoming significantly more familiar with all support services, p < .001.

2.39

2.19 2.17 2.161.98

1.80 1.74 1.68 1.66 1.64 1.60 1.531.39 1.32

1

2

3

2.392.16 2.17 2.19

1.981.80

1.68 1.74 1.66 1.60 1.641.53

1.39 1.32

2.64 2.58 2.51 2.442.32 2.28 2.25 2.22 2.19

1.97 1.95 1.911.77 1.70

1

2

3

Pre-Familiarity Post-Familiarity

4

Table 1 Longitudinal Comparison of Familiarity with Student Support Services

Center or Office Name Pre Post Difference

Health Center*** 1.68 2.25 +0.57

Transfer Center*** 1.66 2.19 +0.53

Career Center*** 1.74 2.22 +0.48

Student Activities Center*** 1.80 2.28 +0.48

ESC*** 2.16 2.58 +0.42

Foundation*** 1.39 1.77 +0.38

DSS*** 1.53 1.91 +0.38

Veterans Center*** 1.32 1.70 +0.38

EOPS*** 1.60 1.97 +0.37

MLC*** 2.17 2.51 +0.34

Counseling Center*** 1.98 2.32 +0.34

Special Programs*** 1.64 1.95 +0.31

LLRC Tutoring*** 2.39 2.64 +0.25

Financial Aid*** 2.19 2.44 +0.25

***Note. Students reported becoming significantly more familiar with all support services, p < .001.

Resource Visitation Regarding the resource visitation portion of the survey, students reported visiting all of the resources and centers that they were introduced to as a result of the A.C.C.E.S.S. program at differing rates. More specifically, students most commonly reported visiting the counseling and student development center (n = 457), LLRC (n = 455), and Financial Aid Office (n = 448). In contrast, students reported visiting the DSS office (n = 127), the Foundation Office (n = 120), and the veterans center (n = 92) the least (see Figure 3). Overall, students seemed to be more likely to visit resources related to supplemental tutoring outside of class as well as counselors and the financial aid office (see Figure 7).

Figure 7. Resource visitation among ENGL 60 and ENGL 100 students

63.0% 62.5% 61.9% 60.1%56.0%

50.9%45.6%

39.9%

31.2%26.2%

20.0% 17.5% 16.6%12.7%

0%

20%

40%

60%

80%

100%

5

Inclusion of Program Components

Overall, most students reported that the A.C.C.E.S.S. assignment included all of the required components. Regarding the campus tour, students from primarily two CRNs, 10205 (n = 13) and 10213 (n = 7) reported that the assignment did not include a campus tour. Otherwise, most students consistently reported that the assignment included a campus tour for the remainder of ENGL 60 and ENGL 100 CRNs. For the student planners, students from all CRNs reported receiving planners while a small amount of students, not localized to a specific CRN reported not receiving planners. Similar to the campus tour, students from the CRNs 10205 (n = 15) and 10212 (n = 7) reported that the A.C.C.E.S.S. assignment did not include a written component (see Figure 8). Both of these CRNs represented ENGL 100 courses taught by the same instructor.

Figure 8. Inclusion of program components

Helpfulness of Program Resources Overall, most students reported that the program components were very much helpful for all five questions asked. More specifically, nearly all students reported that the A.C.C.E.S.S. assignment helped introduce them to student services, that the planner served as a helpful resource, and that the program made it easy to learn about different support services on campus either somewhat or very much. Regarding the longevity of the impact of the program, nearly all students noted that they would continue to use what they learned through the A.C.C.E.S.S. program not only throughout their time at Cypress College, but also throughout their educational careers (see Figure 9).

Figure 9. Helpfulness of program resources

87.2%91.3%

80.0%

The ACCESS assignmentincluded a tour of the campus

I received a student planner aspart of the ACCESS assignment

The ACCESS assignment had awritten component

0%

20%

40%

60%

80%

100%

5.2%

7.3%

4.8%

5.1%

4.8%

29.2%

25.7%

24.2%

24.7%

23.6%

65.6%

67.1%

71.0%

70.2%

71.6%

The ACCESS assignment helped introduce me tostudent services

The ACCESS student planner was a helpful resource

I will use the campus support services I learned aboutthrough ACCESS throughout my time at Cypress

College

I will continue to use what I learned through ACCESSthroughout my educational career

The ACCESS Program made it easy to learn about allof the different centers and services on campus

not at all somewhat very much

6

Implications and Conclusions Overall, the pre- and post-surveys helped to evaluate the A.C.C.E.S.S. program through five different areas: 1) students’ familiarity with campus support services, 2) students’ visitation of campus resources and services, 3) inclusion of all program components, 4) helpfulness of program resources, and 5) demographic differences in student services familiarity and visitation. When examining students’ familiarity with various campus resources, students’ familiarity significantly increased for all offices and centers measured. This indicates that the A.C.C.E.S.S. program helped to increase ENGL 60 and ENGL 100 students’ familiarity with student support services and centers on campus. Students’ familiarity with all measured support services significantly increased between the pre- and post-surveys. These increases were fairly proportional in nature as the LLRC, ESC, MLC, and the financial aid offices remained the student services areas in which students had the most familiarity with. In contrast, students reported having less familiarity with the special programs on campus that aimed to serve specific groups of students including DSS, EOPS, and the veteran’s center. These programs may not have been applicable for all students; thus, this trend was expected that the most students would have more familiarity with broader support services on campus that serve a larger amount of students. Throughout Fall 2016, students gained the most familiarity with the health center, the transfer center, the career center, and the student activities center, possibly indicating student services that they will continue to use in future semesters growing closer to transfer or employment. Students’ reported visitation of support services displayed a similar pattern to their familiarity ratings. More specifically, students most often reported visiting the areas in which they had the most familiarity. These areas included the counseling and student development center, the LRC, financial aid office, ESC, MLC, and the student activities center. In contrast, students were least likely to visit with the various special programs and offices that serve specific groups of students including EOPS, special programs, DSS, and the veteran’s center. The foundation office also represented an area in which students had the least familiarity and less visitation; this resource could be further emphasized to students in relation to the scholarships available in the foundation office to help increase student familiarity and visitation. Nearly all students noted the helpfulness of the program in relation to learning about support services at Cypress College. Moreover, students reported that they would continue to use the skills and resources that they learned about at their time at Cypress College as well as apply what they learned to further their educational careers outside of the college. Students noted the helpfulness of the planner and the assignment in relation to introducing them to student services. One issue emerged with regard to the inclusion of all program components. Students reported that one instructor did not provide a tour of the campus or a written component as part of the A.C.C.E.S.S. assignment; otherwise, the program was implemented in a standard fashion within nearly all of the ENGL 60 and ENGL 100 sections. Over 2,000 students typically enroll in ENGL 060 and 100 combined in a typical fall semester. Thus, this program is able to impact students in two of the primary classes within the core English sequence that students typically need for graduation and transfer. Appendices A and B on the following pages refer to analyses of student support service familiarity and visitation based on student demographics (see Appendices A and B). Overall, the primary differences emerged when examining students by ethnicity. African-American students frequently reported the most familiarity and highest percentages of visitation with the various support services overall. Thus, as African-American students represent a disproportionately impacted population group at Cypress College, the A.C.C.E.S.S. program is meeting its goal with regard to familiarizing and connecting at risk students to the various support services. Additionally, a disproportionate number of Hispanic students visited the financial aid office in comparison to students from all other ethnicities; this may be due to the November 2016 election and changing political climate. In contrast, white students often reported the least familiarity and visitation with resources. Aside from differences by ethnicity, some minor differences emerged when examining students by gender and age. Female students reported more familiarity with support-services while male students visited slightly more support services in comparison to females. By age, younger students had a tendency to report more familiarity with resources while visitation rates to various resources displayed more variation.

7

Appendix A: Post-Survey Differences in Reported Familiarity of Support Services by Demographics

No large gaps emerged when examining familiarity by gender. o Female students often displayed the most familiarity of support services during the post-test. o Transgender students also displayed increased familiarity; however, this may be due to the small sample size of this sub-group.

Some minor differences emerged when examining familiarity by age. o Overall, 20 – 24 year old students noted the most familiarity with support services. o Students aged 30 – 39 displayed the least familiarity with the different tutoring centers alongside other support services.

Some slight differences emerged when examining familiarity by ethnicity. o African-American students reported the most familiarity with nearly all support services measured. o In contrast, white students often reported the least familiarity with the support services within the post-test results.

n

Financial Foundation

EOPS

Special LLRC ESC

MLC

Career Transfer Counseling Student Health DSS

Veterans

Gender Aid Programs Tutoring Center Center Center Activities Center Center

F 349 2.47 1.75 2.04 1.97 2.73 2.64 2.56 2.27 2.24 2.37 2.24 2.28 1.93 1.68

M 326 2.40 1.78 1.90 1.95 2.59 2.54 2.47 2.17 2.15 2.28 2.33 2.23 1.85 1.67

T * 2.64 1.93 2.33 2.07 2.47 2.60 2.53 2.33 2.47 2.53 2.27 2.33 2.20 2.00

Unknown/ Declined

41 2.46 1.78 1.83 1.85 2.41 2.34 2.46 2.20 2.02 2.22 2.27 2.10 2.15 1.90

Age

19 or less 439 2.40 1.73 1.92 1.98 2.62 2.53 2.52 2.23 2.21 2.30 2.33 2.25 1.87 1.62

20 - 24 183 2.54 1.83 2.07 1.97 2.67 2.69 2.53 2.20 2.21 2.32 2.25 2.25 1.96 1.75

25- 29 59 2.48 1.81 2.04 1.95 2.67 2.68 2.49 2.20 2.15 2.39 2.19 2.34 2.07 1.95

30 - 49 41 2.44 1.80 1.93 1.63 2.66 2.49 2.44 2.22 2.05 2.46 2.10 2.10 1.85 1.85

50+ * 2.00 1.67 1.83 1.50 2.67 2.50 2.33 2.00 1.83 2.17 1.67 2.00 1.83 1.67

Unknown * 2.67 2.67 2.67 2.67 3.00 3.00 3.00 3.00 2.67 2.67 2.67 2.67 2.33 2.33

Ethnicity

African-American 39 2.62 2.03 2.15 2.14 2.69 2.67 2.56 2.36 2.49 2.51 2.41 2.38 2.08 1.92

American Indian * 2.00 1.25 2.00 1.25 2.25 2.50 2.00 1.50 1.75 1.50 1.75 1.75 2.00 1.25

Asian/PI 181 2.44 1.79 1.96 1.95 2.63 2.57 2.52 2.18 2.24 2.35 2.33 2.10 1.83 1.63

Hispanic 310 2.49 1.76 2.05 1.99 2.65 2.60 2.50 2.28 2.18 2.31 2.25 2.33 1.95 1.73

White 145 2.34 1.73 1.81 1.88 2.60 2.53 2.50 2.17 2.12 2.30 2.27 2.23 1.90 1.64

Unknown/ Other

52 2.37 1.69 1.87 1.88 2.73 2.58 2.60 2.12 2.13 2.29 2.27 2.23 1.87 1.71

Overall 731 2.44 1.77 1.97 1.95 2.64 2.58 2.51 2.22 2.19 2.32 2.28 2.25 1.91 1.70

Note. Green and red are used to showcase gaps between sub-groups most familiar with a support service (green) and least familiar (red) based on post-survey results

8

Appendix B: Post-Survey Differences in Reported Visitation of Support Services by Demographics

Few large gaps emerged when comparing visitation of support services by gender. o Female students were most likely to visit the ESC. o Males were more likely to visit the student activities center.

Some minor differences were revealed when examining visitation of support services by age. o 25 – 29 year old students were most likely to visit the support services overall while 30 – 39 year old students were least likely. o Students aged 19 or less visited the career, transfer, and student activities centers at slightly higher rates compared to all other groups.

Some larger differences emerged when examining support service visitation by ethnicity. o Hispanic students were most likely to visit the financial aid office, above all other ethnicities. o African-American students were mostly likely to visit with the support services overall while white students were least likely.

n

Financial Foundation

EOPS

Special LLRC ESC

MLC

Career Transfer Counseling Student Health DSS

Veterans

Gender Aid Programs Tutoring Center Center Center Activities Center Center

F 349 66.5% 15.9% 28.2% 19.3% 63.5% 64.5% 55.6% 50.4% 42.7% 67.0% 49.6% 31.7% 16.3% 12.4%

M 326 57.3% 18.0% 24.4% 21.1% 59.9% 59.1% 57.1% 44.1% 38.9% 62.0% 57.1% 32.4% 17.4% 13.2%

T * 73.3% 21.4% 46.7% 26.7% 66.7% 53.3% 40.0% 28.6% 40.0% 53.3% 20.0% 40.0% 33.3% 26.7%

Unknown/ Declined

41 63.4% 9.8% 17.1% 14.6% 73.2% 34.1% 56.1% 29.3% 24.4% 41.5% 24.4% 14.6% 22.5% 7.3%

Age

19 or less 439 60.9% 15.4% 25.9% 20.7% 59.0% 55.7% 57.2% 49.7% 42.8% 62.4% 56.1% 31.5% 15.4% 9.3%

20 - 24 183 68.0% 20.6% 26.8% 18.0% 68.3% 68.3% 58.5% 40.7% 39.9% 61.2% 45.9% 31.7% 21.9% 17.0%

25- 29 59 61.0% 18.6% 32.2% 24.1% 69.0% 61.0% 49.2% 42.4% 28.8% 71.2% 39.0% 37.3% 22.0% 19.0%

30 - 49 41 55.0% 12.2% 19.5% 14.6% 63.4% 68.3% 43.9% 34.1% 29.3% 65.9% 41.5% 24.4% 14.6% 24.4%

50+ * 33.3% 0.0% 16.7% 0.0% 66.7% 66.7% 33.3% 16.7% 16.7% 83.3% 33.3% 0.0% 0.0% 0.0%

Unknown * 0.0% 0.0% 33.3% 66.7% 66.7% 66.7% 66.7% 33.3% 33.3% 33.3% 0.0% 0.0% 33.3% 0.0%

Ethnicity

African-American 39 61.5% 20.5% 30.8% 35.9% 71.8% 56.4% 53.8% 48.7% 51.3% 59.0% 59.0% 33.3% 30.8% 21.1%

American Indian * 50.0% 0.0% 50.0% 25.0% 50.0% 25.0% 25.0% 25.0% 25.0% 25.0% 25.0% 0.0% 50.0% 25.0%

Asian/PI 181 57.5% 19.6% 23.2% 21.5% 61.9% 59.7% 55.2% 45.8% 44.2% 67.8% 55.8% 28.2% 13.3% 11.8%

Hispanic 310 71.7% 16.0% 30.8% 20.8% 62.5% 62.3% 57.7% 49.4% 39.7% 60.6% 48.4% 33.4% 14.9% 13.4%

White 145 47.6% 12.5% 19.3% 16.1% 56.3% 52.4% 52.8% 39.3% 34.0% 66.0% 50.0% 30.6% 24.3% 11.1%

Unknown/ Other

52 60.0% 19.6% 23.5% 7.8% 75.0% 76.5% 60.8% 39.2% 35.3% 58.8% 47.1% 31.4% 15.7% 9.8%

Overall 731 61.9% 16.6% 26.2% 20.0% 62.5% 60.1% 56.0% 45.6% 39.9% 63.0% 50.9% 31.2% 17.5% 12.7%

Note. Green and red are used to showcase gaps between sub-groups with the highest percentage of visitation with a support service (green) and the least visitation (red)

CYPRESS COLLEGE STUDENT EQUITY WORKSHOPS

Professional Development will be running a series of workshops throughout the 2015-2016 academic year that will focus on issues involving Student Equity. These workshops may be taken by fulltime faculty for Equivalent Unit Credits (EUC) for salary advancement. Faculty may earn .5 units towards salary advancement for every 10 hours of professional development. Everyone who completes at least 10 hours of Student Equity workshops will be given a Student Equity certificate. Faculty who would like to earn EUCs for taking these workshops should do the following: a. Complete an ECU Proposal (attached) and have it signed by their Dean. The Dean will mail this proposal to Human Resources. b. Register for the Workshop in the District-Wide Staff Development Calendar (where applicable). c. Attend the workshop & have the Professional Development Co-coordinator sign the Student Equity Series attendance sheet. d. Submit the completed Student Equity Series attendance sheet to the Professional Development Co-coordinator no

later than May 10, 2016. These attendance sheets may be dropped off at the Professional Development office, LLRC 134.

Title Of Workshop Description Hours Time Room Presenter

Working Effectively with LBGTIQ Students

This two hour training will explore the many identities within the LGBTIQ community, discuss the coming out process and how to help a student in each stage of the process, legal responsibilities of schools to protect students from bullying, and ways to cultivate LGBTIQ affirming campus and classroom cultures.

1 3:00-5:00 p.m.

CC-PLEX-414

Dr. Lamar Smith

Supporting Students With Disabilities

Learning how to recognize, understand, and work with students with disabilities to increase student retention and persistence by using strategies for addressing the diverse needs of this population.

1.5 10-11:30

CC-PLEX-414

Marisa Lehmeier & Dr. Dawn Decker

Active Learning Strategies for Diverse Learners

In this workshop we will view excerpts from film presentations that illustrate strategies for actively engaging students in the learning process and discuss their application to your classroom. Films feature Cypress College faculty from a variety of disciplines.

1.5 TBA TBA Susan Klein & Elaine Folyan

Teaching Men of Color in the Community College

This workshop sponsored by the Minority Male Community College Collaborative (M2C3) National Consortium on College Men of Color will enhance the college’s commitment to improving the success of historically marginalized students, including men of color, by discussing barriers and strategies that address how best to serve men of color in our educational institutions.

1.5 10-11:30

CCPLEX 414

Minority Male Community College Collaborative National Consortium on College Men of Color (M2C3)

Student Support Services Many times, students are unable to stay in a class because of external pressures, such as poverty, poor health, conflicting commitments, etc. In this workshop, Student Support Services specialists will help faculty and staff to identify the resources that will enable students to deal with these challenges so that they can succeed academically.

1.5 TBA Bus-316 Student Support Services staff

Mental Health Resources- Utilizing Kognito

Kognito is an online avatar based learning tool for interacting with students and staff who have mental health issues such as depression, anxiety, stress, etc. This workshop will provide a hands-on introduction to the self-paced modules that can empower faculty and staff to deal more effectively with individuals who are dealing with mental health issues.

1 TBA TBA Health Services and Ashleigh Louis, PhD, LMFT, Mental Health Counselor

Title Of Workshop Description Hours Time Room Presenter

Attachment #2

Active Learning Strategies for Diverse Learners

In this workshop we will view excerpts from film presentations that illustrate strategies for actively engaging students in the learning process and discuss their application to your classroom. Films feature Cypress College faculty from a variety of disciplines.

1.5 TBA TBA Susan Klein & Elaine Folyan

The Green Zone- Working with Veterans

The Green Zone Training helps faculty and staff understand how to create a safe and effective learning environment for Veterans.

1.5 TBA TBA Juan Garcia

Habits of Mind- Growth Mindset

How do we move students from a fixed mindset to a growth mindset? Explore the concept of Growth Mindset with Miguel Powers and find out the benefits of utilizing growth mindset strategies in your classroom.

1.5 TBA TBA Miguel Powers

Learning and the Brain: The Multiple Pathways Model

In this exciting presentation, loaded with real brain images and scattered with interactive experiences, attendees will actually see how learning takes place in the brain through powerful images and discover what is required for that to happen. Neuroscience indicates that the more modalities by which students encode information, the easier that information is to learn and recall. As educators, we often think of learning pathways as consisting of visual, auditory, and kinesthetic. In this workshop, attendees will experience new and exciting pathways that will energize instruction and strategies for accessing these additional pathways in order to reach diverse and struggling learners. Come prepared to laugh, learn, experience, and engage.

9-12 CC-PLEX-414

Janet Zadina

The Green Zone- Working with Veterans

The Green Zone Training helps faculty and staff understand how to create a safe and effective learning environment for Veterans.

1.5 9-11 CC-PLEX 414

Juan Garcia

Working Effectively with Female Minority Students

Minority females, particularly Latinas, face many challenges when trying to get an education. This workshop will identify some of the issues facing Latinas and generate strategies that can be used to help these students to address these barriers to their education.

1 TBA TBA TBA

Working with Students with Autism

This two-part series will help participants to learn to recognize and understand autism and to help autistic students learn to capitalize on their strengths to engage and succeed in the classroom.

3 TBA TBA Adam Gottdank et al

Designing an Effective Syllabus

A well-conceived syllabus can be used as a teaching tool that will facilitate learning for a diverse student population. Come workshop your syllabus to get feedback and ideas about how to construct a highly effective syllabus.

1.5 TBA TBA TBA

Closing the Achievement Gap

What can the institution and individual instructors do to reach at-risk students so that they do not become another drop-out statistic? What strategies can the campus community use to promote academic success for as many students as possible? Look at the data and join the discussion.

1 TBA TBA TBA

Additional information about these workshops will be listed as it becomes available. New workshops may be added as well.

Please consult the monthly Professional Development newsletter for details about upcoming events and Professional

Development opportunities.

Dr. Veronica Neal, Ed.D.

Dr. Veronica Neal is an organizational equityand cultural humility specialist with close to

three decades of experience as a diversity and

social justice educator, trainer, coach and

consultant. She holds certifications as a

diversity professional, integral coach and

community conflict mediator.

Veronica brings to her teaching and consulting

practice the theories of justice-based

leadership, cultural humility and multicultural

education from her graduate studies as well as

her practical experience coaching, organizing,

facilitating, and teaching. Her focus is on

developing cultural humility across the lifespan

and as a spiritual practice, equity change

management, unconscious bias and

oppression transformation, and attitudinal

healing.

In addition to an active consulting schedule

Veronica currently serves as the faculty

advisor to the Office of Equity, Social Justice,

and Multicultural Education at De Anza

College, where she served as the inaugural

Equity Director setting the tone for equity and

social justice and building the equity office

approach and infrastructure. During her time

as director she is credited with leading the

development of the college’s equity

framework, lens, and rubric in addition to

developing a number of original institutional

approaches to deepening institutional equity.

Some of the approaches she piloted that have

now been adopted by other institutions as well

include the equity core team model,

community conversations, and a cultural

humility certificate program. Veronica

currently serves as Department Chair of

International Peace and Conflict Studies at De

Anza College while also teaching at San

Francisco State University.

Veronica continues her research and college

teaching while also coaching educational

leaders, students and community activists to

bring out the best in themselves and their

teams through equity and cultural humility

initiatives.

Equity Practitioner

Certification Series

2017-2018The Equity Practitioner Certification Program is a series of workshops forup to 50 participants (faculty and managers) to learn the strategies for equitywork and to become equity leaders of that work around campus.The goal of the training is to empower participants to identify inequitableprocesses and practices and use a team framework for implementing changeand creating a more equitable institution.Who should participate?Individual faculty members/managers or teams of 2 or more faculty/managersfrom a department/division.To register click on the link below:https://nocccd.az1.qualtrics.com/jfe/form/SV_1FYDjvWqx0IeYS1Deadline to register: September 6, 2017

Equity SummitFriday September 8, 2107

9:00 a.m.-5:00 p.m.HUM 131

*Cultural Humility CorePrinciples:

Virtual TrainingFriday October 6, 2017Time TBD (1.5 hour)

Agent of Change Part 1Friday November 3, 2017

9:00 a.m.-1:00 p.m.HUM 131

*Agent of ChangePart 2: Virtual TrainingJanuary Day/Time TBD

(1.5 hour)

Social Justice SummitFriday February 9, 20189:00 a.m.-5:00 p.m.

HUM 131

Creating a Call-inCulture

Friday March 9, 20189:00 a.m.-1:00 p.m.

*Centering Students:Virtual TrainingFriday April 6, 2018Time TBD (1.5 hour)

Action Planning,Program Review,

Graduation CertificationFriday May 4, 20189:00 a.m.-1:00 p.m.

Schedule 2017-2018*all virtual trainings will be recorded

Participants will receive a certificate of completion from Dr. Neal

Sponsored by: Professional Development & Student Equity

Attachment #3

2017 © VAKN Consulting 1

EQUITY PROFESSIONAL CERTIFICATION (EPC) - YEAR 1 CURRICULUM Professional Development Series

Topic Learning Outcomes

Equity Summit 9-5

1. Develop common language for our work 2. Conceptual framework, theory of action, and equity rubric 3. Building teams through relational trust 4. Professional Standards and Characteristics of Equity Practitioners

Sample Reading: Cultural Humility

Session 1. Core Principles of Cultural Humility 4-hour session

1. Self-reflection and critique 2. Power and privilege 3. Students as wise teachers and partners 4. Institutional consistency

Sample Reading: Equity Mindedness and Microaggressions

Session 2. Self as Agent of Change Part 1

1. Personal Identity 2. Unconscious bias and types of microagressions & micromessages 3. Applying an equity cognitive frame

Sample Reading: A Theoretical Framework and The Gardner’s Tale

Session 3. Self as Agent of Change Part 2

1. Intra-Inter-Institutional Ism 2. Intersectionality 3. Systems Application

Sample Reading: Facilitating Difficult Dialogues and NVC Overview

Social Justice Summit 9-5

Navigating Bias & Understanding the Landscape 1. Transformational Organizing 2. Creating a shared vision 3. Developing a problem statement

Ally Mapping and Identifying Change Strategies: 1. Building Allies 2. Developing an equity strategy for success 3. Application: One-on-ones

Attachment #4

2017 © VAKN Consulting 2

Sample Reading: Equitizing Your Institution

Session 4. Creating a Call-in Culture

1. Call-in Culture Overview & Practice 2. NVC on Feelings and Needs 3. Facilitating Difficult Dialogues

Readings: Six Success Factors and the America’s Unmet Promise, HIP

Centering Students & Closing the Opportunity Gap

Centering Students 1. Student Leadership 2. HIP practices 3. Equity Pedagogies and Classroom Practices 4. Equity Actions

Reading: Transformational Organizing Action Planning

Action Planning and Graduation

Graduation!

Program Details:

Each Session is 4 hours

Equity & Social Justice Institute runs from 9-5pm

Virtual Meetings are generally 2-3 hours

Equity Professional Certificate Program Estimated Cost: $35,000

Equity Practitioner Certificate Program Estimated Cost: $70,000 (two year commitment; includes the Equity Professional Certification Program and

Equity Leadership Teams Institutional Design)

*Fees Include travel expenses, materials development, facilitation, and technical assistance as needed between sessions

Strengths FinderWorkshop

What is it?The Strengths Finder Workshop is based on the premisethat people who have an understanding of their naturaltalents and strengths are more likely to be engaged,satisfied and successful in the work that they do. In thesetwo workshops you will learn about how you candiscover, grow, and leverage your strengths to increaseyour engagement, and create more dynamic andcommunicative teams and classrooms. Throughinteractive activities and case examples, you will gainthe tools you need to understand and develop yourunique strengths and leverage the strengths of others.RegistrationThe deadline to sign up is by 5:00 p.m. FridaySeptember 8, 2017. Registration is limited to 30people. Once you sign up, you will be asked tocomplete a 30-45 minute online Strengths FinderAssessment.

y

Workshop Schedule

Strengths Finder InterpretationWorkshop

Friday September 22, 20179:30 -11:30 a.m.CC Complex 414

Interpretation of Strengths Finder Assessmentand Implications for Individual and Team work

in the Community College setting

Strengths Finder Follow-Up WorkshopFriday October 27, 2017

9:30-10:30 a.m.HUM 318

Follow-up session focused on integratingStrength Finder Knowledge into daily practice

Facilitator: Joanna Zimring TowneEncompass Leadership Coaching & Training

818.219.1465│ www.encompassleadershipcoach.com

Sponsored by:

Professional Development

&

Student Equity

Directions for RegistrationLog on to MyGatewayClick on "Calendars"

Click on "District Wide Staff DevelopmentCalendar

Go to September 8, 2017Click on "Registration for Strengths Finder"

Follow registration directions

Attachment #5

Cypress College

Student Equity Executive Summary 2017-2019

Introduction The Cypress College motto, Minds. Motivated. embodies the mission of the college, which reads:

Cypress College enriches students’ lives by promoting premier educational opportunities including transfer to four-year institutions, associate degrees, certificates and a baccalaureate degree. The college offers comprehensive career technical education programs, basic skills and lifelong learning. Multiple educational-delivery methods meet the varied needs of our students. The college is dedicated to supporting the success of our students, fostering diversity, enriching society, and contributing to the economic development of our community and beyond.

Expanding on the promise to our educational stakeholders, including students, staff, faculty, administration, and the community, the Student Equity Committee’s mission asserts the college’s dedication to “Identify, address, and reduce disparities in students’ access and achievement, opening pathways to more equal opportunities for student success.” The Cypress College Student Equity Plan (SEP) was designed to locate and address disproportionate impact and identify the appropriate goals, objectives, and activities needed to counter inequities.

In preparation for the Integrated Plan, the college’s Student Equity Committee merged with the Student Success and Support Programs (SSSP) Advisory Board, and the Basic Skills Initiative (BSI) Committee. This collaboration of the three programs not only addresses the challenges preventing us from obtaining our student success goals, but synergizes our best practices to expand on what is working.

The Cypress College Integrated Plan Advisory Committee included faculty and student support/staff representation per the requirements of the Chancellor’s Office, and to ensure inclusiveness and representation from Student Equity stakeholders. More specifically, the committee consisted of Deans from Mathematics, Language Arts, Counseling and Student Support Services, faculty members, institutional researchers, counselors, student representatives, including the Student Trustee, who serves on the Board of Trustees, and several program directors and managers. Progress on Previous SEP Goals and Future Directions

Progress towards closing the achievement gaps noted in the 2015-2016 Student Equity Plan has been mixed. Some of the identified gaps have closed or greatly decreased, such as the ESL basic skills completion achievement gap for male students, and degree and certificate attainment for Asian students, whereas other gaps have increased, despite the intervention efforts of Student Equity. Most notably, the achievement gaps have increased for African American students in the areas of course completion and basic skills math completion.

Moving forward, the primary goal of the student equity plan will continue being to guide progress towards reducing the achievement gaps for disproportionately impacted groups.

2

More specifically, mitigating the perpetuated achievement gaps for African American students, and better supporting our growing Hispanic student population will be areas of focus.

An additional focus will be scaling up initiatives that have been demonstrated by large-scale statewide research and local pilot data to greatly reduce achievement gaps between students while improving the success of all students. Such initiatives include the implementation of multiple measures, as well as incorporating acceleration models into curriculum. Finally, student equity will focus on better supporting non-traditional students (e.g., evening students, distance education students) as well as students from special populations (e.g., foster youth, veterans, students with disabilities). A standout activity to increase services for our students after the college’s traditional service hours will be the Cranium Café program. Cranium Café is an online platform that allows students to easily meet face-to-face and work together with counselors, student services staff, professors, and even other students. Student service programs will use Cranium Café to meet their specific needs. For instance, the Cypress College Counseling Department will offer evening counseling hours (8:00 pm to 12:00 am) one evening per week. Also, the Disability Support Services program will use Cranium Café to complete new student intakes for those students with physical disabilities who may not be able to meet in person on campus.

Although the primary goal of student equity is to reduce the achievement gaps among the students we serve, the Integrated Plan has provided us with an opportunity to more closely examine the interrelations between the goals outlined in student equity, SSSP, and basic skills and is helping us streamline our efforts towards meeting these goals. A summary of the goals outlined in our 2015-2016 Student Equity Plan and brief updates on progress towards closing the identified gaps are outlined below

Indicator 1 Update: Access The access indicator is a measure of how our student population compares our service area to ensure that we are providing equitable access to our campus. The target groups identified in our plan were as follows:

Target Population(s) Methodology Current gap, year Goal Goal Year

25-49 year olds Proportionality -6.6%, Fall 2014 Gap no > than -2% 2017

Asian/Pacific Islanders Proportionality -5.9%, Fall 2014 Gap no > than -2% 2017

Males Proportionality -5.1%, Fall 2014 Gap no > than -2% 2017 Data Source: 2010 Census Data and local data from Cypress College Data Systems

Note. All groups noted were disproportionately impacted. The gaps were identified by subtracting the college subgroup percentage from the service area subgroup percentage. 25-49 year olds: In fall 2014, 25-49 year olds represented 34.4% of our service area but only 27.8% of our student population, resulting in a 6.6 percentage point gap. As of fall 2016, 25-29 year olds represented 29.0% of our student population, leaving a 5.4 percentage point gap.

3

Asian/Pacific Islanders: In fall 2014, Asian/Pacific Islanders represented 31.5% of our service area but only 25.6% of our student population, resulting in a 5.9 percentage point gap. As of fall 2016, Asian/Pacific Islanders represented 26.6% of our student population, leaving a 4.9 percentage point gap. Males: In fall 2014, males represented 48.9% of the population in our service area but only 43.8% of our student population, resulting in a 5.1 percentage point gap. As of fall 2016, males represented 44.0% of our student population, leaving a 4.9 percentage point gap. Student Equity Activities in 2015-2016 Plan

Outreach services

Increased funding to Summer Boost

Translation of campus materials Indicator 2 Update: Course Completion The course completion indicator essentially measures course success by taking the number of successful enrollments (grade notations = A, B, C, or P) divided by the number of total enrollments (grade notations = A, B, C, D, F, I, P, NP, or W). The target groups identified in our plan were as follows:


Pacific Islanders 80% rule -8.2%, Fall 2014 Gap no > than -4% 2017

African Americans 80% rule -7.3%, Fall 2014 Gap no > than -4% 2020

Am. Indian/Alaska Nat. 80% rule -5.5%, Fall 2014 Gap no > than -4% 2017 Data Source: CCCCO Data Mart Retention/Success Rate Summary Report Note. There was no disproportionate impact within this indicator.

The gaps were identified by subtracting the subgroup course completion rate from the overall course completion rate. Pacific Islanders: In fall 2014, the course completion rate for Pacific Islanders was 62.9% whereas the overall course completion rate was 71.1%, resulting in an 8.2 percentage point gap. As of fall 2016, the course completion rate for Pacific Islanders was 65.9% and the overall course completion rate was 70.9%, resulting in a 5.0 percentage point gap. African Americans: In fall 2014, the course completion rate for African Americans was 63.8% whereas the overall course completion rate was 71.1%, resulting in a 7.3 percentage point gap. As of fall 2016, the course completion rate for African Americans was 58.6% and the overall course completion rate was 70.9%, resulting in a 12.3 percentage point gap. American Indian/Alaska Natives: In fall 2014, the course completion rate for American Indian/Alaska Natives was 65.6% whereas the overall course completion rate was 71.1%, resulting in a 5.5 percentage point gap. As of fall 2016, the course completion rate for American Indian/Alaska Natives was 69.0% and the overall course completion rate was 70.9%, resulting in a 1.9 percentage point gap.

4

Student Equity Activities in 2015-2016 Plan

Increased funding to culturally themed programs (e.g. Puente, Legacy)

Increased funding to supplemental instructors in LLRC and VRC

Lending Libraries

Indicator 3 Update: ESL and Basic Skills Completion The ESL and basic skills completion indicator measures the percent of students who started in ESL or basic skills in 2008-2009 and completed a college-level course in the same discipline within six years (by 2013-2014). The target groups for ESL completion were as follows: ESL Completion


Males 80% rule -7.3%, 2008-2009 cohort Gap no > than -3% 2017

Fin. Aid Non-Recipients

80% rule -7.2%, 2008-2009 cohort Gap no > than -3% 2017

25-49 year olds 80% rule -4.5%, 2008-2009 cohort Gap no > than -3% 2017 Data Source: CCCCO Scorecard Note. All groups noted were disproportionately impacted.

The gaps were identified by subtracting the subgroup ESL completion rate from the overall ESL completion rate. Males: For the 2008-2009 cohort, the ESL completion rate for males was 43.8% whereas the overall ESL completion rate was 51.1% by 2013-2014, resulting in a 7.3 percentage point gap. For the 2010-2011 cohort, the ESL completion rate for males was 66.7% and the overall ESL completion rate was 59.6% by 2015-2016, resulting in no percentage point gap. Financial Aid Non-Recipients: For the 2008-2009 cohort, the ESL completion rate for financial aid non-recipients was 43.9% whereas the overall ESL completion rate was 51.1% by 2013-2014, resulting in a 7.2 percentage point gap. For the 2010-2011 cohort, the ESL completion rate for financial aid non-recipients was 51.4% and the overall ESL completion rate was 59.6% by 2015-2016, resulting in an 8.2 percentage point gap. 25-49 year olds: For the 2008-2009 cohort, the ESL completion rate for 25-49 year olds was 46.6% whereas the overall ESL completion rate was 51.1% by 2013-2014, resulting in a 4.5 percentage point gap. For the 2010-2011 cohort, the ESL completion rate for 25-49 year olds was 52.4% and the overall ESL completion rate was 59.6% by 2015-2016, resulting in a 7.2 percentage point gap. The target groups for English completion were as follows: English Basic Skills Completion


25-49 year olds 80% rule -14.1%, 2008-2009 cohort

Gap no > than -7% 2020

5

Hispanics 80% rule -3.4%, 2008-2009 cohort Gap no > than -2% 2017

20-24 year olds 80% rule -3.3%, 2008-2009 cohort Gap no > than -2% 2017 Data Source: CCCCO Scorecard Note. Hispanic and 20-24 year old students were not disproportionately impacted within this indicator.

The gaps were identified by subtracting the subgroup English completion rate from the overall English completion rate, however the only subgroup with disproportionate impact was 25-49 year olds. 25-49 year olds: For the 2008-2009 cohort, the English completion rate for 25-49 year olds was 52.4% whereas the overall English completion rate was 66.5% by 2013-2014, resulting in a 14.1 percentage point gap. For the 2010-2011 cohort, the English completion rate for 25-49 year olds was 63.9% and the overall English completion rate was 69.4% by 2015-2016, resulting in a 5.5 percentage point gap. Hispanics: For the 2008-2009 cohort, the English completion rate for Hispanics was 63.1% whereas the overall English completion rate was 66.5% by 2013-2014, resulting in a 3.4 percentage point gap. For the 2010-2011 cohort, the English completion rate for Hispanics was 68.1% and the overall English completion rate was 69.4% by 2015-2016, resulting in a 1.3 percentage point gap. 20-24 year olds: For the 2008-2009 cohort, the English completion rate for 20-24 year olds was 63.2% whereas the overall English completion rate was 66.5% by 2013-2014, resulting in a 3.3 percentage point gap. For the 2010-2011 cohort, the English completion rate for 20-24 year olds was 60.7% and the overall English completion rate was 69.4% by 2015-2016, resulting in an 8.7 percentage point gap. The target groups for math completion were as follows: Mathematics Basic Skills Completion


African Americans 80% rule -8.7%, 2008-2009 cohort Gap no > than -6% 2018

Students with disabilities

80% rule -6.1%, 2008-2009 cohort Gap no > than -3% 2018

25-49 year olds 80% rule -5.4%. 2008-2009 cohort Gap no > than -3% 2018 Data Source: CCCCO Scorecard Note. All groups noted were disproportionately impacted.

The gaps were identified by subtracting the subgroup math completion rate from the overall math completion rate. African Americans: For the 2008-2009 cohort, the math completion rate for African Americans was 23.8% whereas the overall math completion rate was 32.5% by 2013-2014, resulting in an 8.7 percentage point gap. For the 2010-2011 cohort, the math completion rate for African Americans was 22.3% and the overall math completion rate was 41.5% by 2015-2016, resulting in a 19.2 percentage point gap. Students with Disabilities: For the 2008-2009 cohort, the math completion rate for students with disabilities was 26.4% whereas the overall math completion rate was 32.5% by 2013-

6

2014, resulting in a 6.1 percentage point gap. For the 2010-2011 cohort, the math completion rate for students with disabilities was 36.1% and the overall math completion rate was 41.5% by 2015-2016, resulting in a 5.4 percentage point gap. 25-49 year olds: For the 2008-2009 cohort, the math completion rate for 25-49 year olds was 27.1% whereas the overall math completion rate was 32.5% by 2013-2014, resulting in a 5.4 percentage point gap. For the 2010-2011 cohort, the math completion rate for 25-49 year olds was 37.7% and the overall math completion rate was 41.5% by 2015-2016, resulting in a 3.8 percentage point gap. Student Equity Activities in 2015-2016 Plan

New Learning Disabilities Specialist Position in DSS

New Student Services Specialist Position in DSS

Expand English Department’s ACCESS Progam

Fund CSFI Indicator 4 Update: Degree/Certificate Completion The degree/certificate completion indicator measures the number of students who started in 2008-2009 and complete a degree or certificate within six years (by 2013-2014). The target groups for degree or certificate completion were as follows:


20-24 year olds 80% rule -4.8%, 2008-2009 cohort Gap no > than -2% 2018

Males 80% rule -3.8%, 2008-2009 cohort Gap no > than -2% 2018

Asians 80% rule -2.1%, 2008-2009 cohort No gap 2020 Data Source: CCCCO Scorecard Note. All groups noted were disproportionately impacted.

The gaps were identified by subtracting the subgroup degree or certificate completion rate from the overall degree or certificate completion rate. 20-24 year olds: For the 2008-2009 cohort, the degree/certificate completion rate for 20-24 year olds was 13.5% whereas the overall degree/certificate completion rate was 18.3% by 2013-2014, resulting in a 4.8 percentage point gap. For the 2010-2011 cohort, the degree/certificate completion rate for 20-24 year olds was 16.3% and the overall degree/certificate completion rate was 21.3% by 2015-2016, resulting in a 5.0 percentage point gap. Males: For the 2008-2009 cohort, the degree/certificate completion rate for males was 14.5% whereas the overall degree/certificate completion rate was 18.3% by 2013-2014, resulting in a 3.8 percentage point gap. For the 2010-2011 cohort, the degree/certificate completion rate for males was 15.9% and the overall degree/certificate completion rate was 21.3% by 2015-2016, resulting in a 5.4 percentage point gap. Asians: For the 2008-2009 cohort, the degree/certificate completion rate for Asians was 16.2% whereas the overall degree/certificate completion rate was 18.3% by 2013-2014, resulting in a 2.1 percentage point gap. For the 2010-2011 cohort, the degree/certificate completion rate for

7

Asians was 21.6% and the overall degree/certificate completion rate was 21.3% by 2015-2016, resulting in no percentage point gap. Student Equity Activities in 2015-2016 Plan

Participation in the M2C3 Consortium

Expand Professional Development Offerings Indicator 5 Update: Transfer The transfer indicator measures the number of students who started in 2008-2009 and transfer to a four-year university within six years (by 2013-2014).

Target Population(s)  Methodology  Current gap, year  Goal  Goal Year 

25-49 year olds 80% rule -27.0%, 2008-2009 cohort  

Gap no > than -20%

2020

Students with disabilities

80% rule -17.0%, 2008-2009 cohort

Gap no > than -10%

2020

20-24 year olds 80% rule -10.0%, 2008-2009 cohort

Gap no > than -5%

2020

Data Source: CCCCO Data Mart Transfer Velocity Report Note. All groups noted were disproportionately impacted.

The gaps were identified by subtracting the group transfer rate from the overall transfer rate. 25-49 year olds: For the 2008-2009 cohort, the transfer rate for 25-49 year olds was 14.6% whereas the overall transfer rate was 41.6% by 2013-2014, resulting in a 27.0 percentage point gap. For the 2009-2010 cohort, the transfer rate for 25-49 year olds was 18.9% and the overall transfer rate was 40.8% by 2014-2015, resulting in a 21.9 percentage point gap. Students with Disabilities: For the 2008-2009 cohort, the transfer rate for students with disabilities was 24.6% whereas the overall transfer rate was 41.6% by 2013-2014, resulting in a 17.0 percentage point gap. For the 2009-2010 cohort, the transfer rate for students with disabilities was 26.5% and the overall transfer rate was 40.8% by 2014-2015, resulting in a 14.3 percentage point gap. 20-24 year olds: For the 2008-2009 cohort, the transfer rate for 20-24 year olds was 31.6% whereas the overall transfer rate was 41.6% by 2013-2014, resulting in a 10.0 percentage point gap. For the 2009-2010 cohort, the transfer rate for 20-24 year olds was 35.3% and the overall transfer rate was 40.8% by 2014-2015, resulting in a 5.5 percentage point gap. Student Equity Activities in 2015-2016 Plan

The Science Institute

Increased EOPS funding

Funding for STEM2

8

Prior Spending The goal of SE funding is to cultivate a campus climate and culture of equitable opportunities leading to equal outcomes for all students. Provisions were made in the past to ensure that Student Equity funding was utilized to address the success indicators, as mandated by Student Equity guidelines. Requestors of SE funding were required to complete funding requests that detailed the activity/event/program for which they were requesting funding, their plans for institutionalization of the activity/event/program, how the request reflected equitable opportunities, costs associated, and plans for assessment and evaluation. The table below provides a breakdown of how funding has been spent thus far.

Student Equity

Funding

2014 – 2015 2015 – 2016 2016 – 2017

(As of 10/2017)

1000s $0 $3,255 $40,807

2000s $322,495 $699,801 $442,960

3000s $65, 840 $133,303 $126,575

4000s $37,031 $139,759 $92,201

5000s $168,581 $188,654 $178,215

6000s $2,426 $21,666 $5,990

7000s $74,153 $6,874 $8,992

Totals $670,526 $1,193,312 $895,740

9

Future Spending 2017-2018 Year Student Equity Budget Outlook

Student Equity Budget

Salaries & Benefits

Total Allocation

Estimated

$1,127,346

Integrated Programs Director $50,000

Integrated Programs Co-Faculty $45,000

Student Equity Researcher $86,340

STEM/TSI Director $82,000

STEM/TSI Counselor $65,000

STEM/TSI Prof Expert $48,000

STEM/TSI Peer Mentors $20,000

Dual Enrollment Director $82,000

Dual Enrollment Adjunct Counselor $20,700

Dual Enrollment Prof Expert $8,970

Dual Enrollment Student Workers $11,385

Spec Project Manager, Health Sciences $62,000

LLRC Tutors (Spring ’18 and Fall ’18) $150,000

TOTAL $731, 395

Activities

Professional Development Training $50,000

Dual Enrollment $50,000

Access Program $25,000

EOPS and Guardian Scholars $50,000

Legacy $25,000

Puente $25,000

TSI/STEM2 $90,000

Transfer and Graduation Fair $20,000

One-Time Funding for Special Requests $60,951

TOTAL $395,951

GRAND TOTAL $1,127,346

10

Cypress College Contacts: Dr. Paul deDios, Dean of Counseling, Student Development, and Admissions and Records [email protected] (714) 484-7335 Celeste Phelps, Director of Disability Support Services [email protected] (714) 484-7107

mailto:[email protected]

mailto:[email protected]

Integrated Budget Template: BSI, Student Equity, and SSSPfor fiscal reporting period July 1, 2017 - June 30, 2018

North Orange County CCDCypress College

Planned Expenditures

Object Code Category

Basi

c Sk

ills

Initi

ativ

e

Stud

ent E

quity

Cred

it SS

SP

Cred

it SS

SP -

Mat

ch

Non

cred

it SS

SP

Non

cred

it SS

SP -

Mat

ch

Colu

mn2

1000 Academic Salaries 35,473$ 35,000$ 539,947$ 2,845,508$

2000Classified and Other Nonacademic Salaries

99,138$ 700,000$ 461,583$ 488,538$

3000 Employee Benefits 8,513$ 105,000$ 313,416$ 852,758$

4000 Supplies & Materials 8,775$ 57,346$ 325,000$ 5000 Other Operating Expenses and Services 200,000$ 622,896$ 6000 Capital Outlay 30,000$ 30,000$ 7000 Other Outgo 20,793$ 40,000$

Program Totals 172,692$ 1,127,346$ 2,332,842$ 4,186,804$ -$ -$

Match Match

BSI, SE, & SSSP Budget Total 3,632,880$

Report planned expenditures by program allocation and object code as defined by the California Community Colleges (CCC) Budget and Accounting Manual. Although they appear in the CCC Budget and Accounting Manual, not all expenditures listed are appropriate. Refer to program funding guidelines for more information.

*Note: the text "Match" or "Mismatch" should appear at the bottom of each match column to assist in ensuring your allocation to match ratio

is at least 1 to 1.