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

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

Part I – Deadlines and Important Information

 Submission deadline: December 15, 2017

 The 2017-19 Integrated Plan will cover two years. The budget plan will reflect the 2017-18 allocations.

 Integrated fiscal reports will be required on an annual basis.

 All programmatic and student outcome data will be collected via existing MIS reporting. No additional data submissions are required.

 Colleges are encouraged to align integrated program plans with their college and district strategic plans/education master plans.

 Identify one individual and an alternate to serve as the point of contact for your college.

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

Plans are to be developed in consultation with students, staff, administrators, faculty, Academic Senate, and members of the community as appropriate. Your plan must be adopted by the governing board of the community college district and submitted to the Chancellor’s Office by December 15, 2017. A separate plan must be submitted for each college in the district.

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

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

 Goals for the general population and for identified student groups, disaggregated by gender, as well as activities designed to address disproportionate impact using one of the Chancellor’s Office-approved methodologies. Education Code requires that colleges analyze data for the following student groups and, if appropriate, develop subgroup-

of 24 2017-19 Integrated Plan: Basic Skills Initiative, Student Equity, and Student Success and Support Program

specific goals: current or former foster youth, students with disabilities, low-income students, veterans, American Indian or Alaskan Native, Asian students, black or African American, Hispanic or Latino, Native Hawaiian or other Pacific Islander, white, some other race, and more than one race.  Success rates for students with basic skills needs using Basic Skills Cohort Tracker data that show (1) the number of students successfully transitioning to college-level mathematics and English courses, and (2) the time it takes students to successfully transition to college-level mathematics and English courses.

In addition, the following data should inform your planning:

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

Part II – Program Goals and Planning

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

1. Assess your college’s previous program efforts: 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. Plan Goal Progress SSSP Provide at least an abbreviated  Three full-time counselors hired student education plan (SEP) to all providing an average of 1,200 entering students with a priority additional counseling appointments focus on students who enroll to devoted to customized student earn degrees, career technical education plans focusing upon the certificates, transfer preparation, student’s certificate, graduation, or career advancement. and/transfer requirements. In total, counselor developed approximately 10,000 education plans (abbreviated or comprehensive). (Electronic Education Plan data)  Transfer Ready students continue to increase with an on overall increase of 30% from 2011/12 to 2016/17. Transfer ready by definition: Student has completed the following requirements: Transfer-level math, Transfer-level English, 60 or more CSU-transferable units, 2.0 or higher GPA. (COS Factbook)

SSSP Provide orientation, assessment  3,587 students participated in either an for placement, and counseling, online or face-to-face orientation. advising, and other education Incoming high school graduates are planning services to all first-time signed up after assessment and students. counseling services and attend a priority registration which begins with a small group orientation.  6,175 students were administered the placement test, Accuplacer. Approximately 900 students were placed utilizing other multiple measures such as transcripts, Advanced Placement scores, or Early Assessment Program (an effort between the State Board of Education and the California State University to have high school

students begin college level courses upon entrance to the CSUs).  15,000+ appointments were attended by students with both counselors and paraprofessionals to update student education plans, resource referral, career exploration, and career readiness. SSSP Provide students with any  6,745 comprehensive education plans assistance needed to define their were developed. course of study and develop a  Counseling faculty elected to make comprehensive SEP by the end of presentations to English courses to the third term but no later than discuss the importance of having a clear completion of 15 units. pathway.  Programs such as EOPS and Veteran Resource Services provided a best practice in that they provide each student with a comprehensive education plan. EOPS students, for example, have a higher persistence and success rate than that of the district. SSSP Provide follow-up services to at-  Career workshops, Undecided Major risk (students enrolled in basic Workshops, and Transfer application skills courses, students who have workshops were developed and made not identified an education goal or available district-wide. course of study, or students on  165 students attended an application academic or progress probation). workshop to the CSU or UC  Students wishing to apply to private or out of state universities were counseled in individual sessions, and often in conjunction with the prospective institution via phone.  363 students attended a probation workshop offered by a student success coordinator, and often in conjunction with a student success counselor or financial aid expert.  Program counselors continue to support Early Alert with workshops and individual counseling or paraprofessional interventions and resource referrals. Equity Increase the enrollment number of  Data collected for first-time freshman African American, American Indian, enrollment from feeder high schools Asian, and Pacific Island students indicate that between fall 2014 and fall

by 5% in the next 3 years. 2015: o The percentage of African American (+0.03%), Alaskan Native/American Indian (+0.03%), and Pacific Islander (-0.13%) students remained about the same. o The percentage of Asian students decreased (-1.36%).

Equity Research and collaborate with  A new data source on K-12 Service Area Counties to gain foster youth was located: California additional data on foster youth Department of Education's Data Quest. students. The foster youth data may be disaggregated by county, district, school, gender, and race/ethnicity. Gender disaggregation is available at most levels (e.g., county, district, school) whereas race/ethnicity is available at the county level. The most current available data is for the 2014-15 academic year.  In 2014-15, the number of foster youth students, in grades 10-12, was 92 in Kings County and 378 in Tulare County, for a combined total of 470.  In 2014-15, the number of foster youth students, in grades 10-12, that were enrolled in the District’s feeder high schools was 192. The majority of these students were female (65%).

Equity Increase Math improvement rates The following data is based on the 2015-16 by 3% in the next 3 years among academic year (Fall 2015 and Spring 2016) and male, students with disabilities, will be used as baseline data. Success rates and American Indian students. were gathered for the following basic skills math courses: Math 230, 200, and 360.  Male students’ and students with disabilities’ success rates were highest in in Math 230 at 54% and 58%, respectively (Figures 1 and 2, respectively).  American Indian/Alaskan Native students’ success rates were highest in

Math 200 at 29% (Figure 3). The data presented for Math 360 is only for Fall 2015 because there were no grades for this population in Spring 2016. Additionally, the number of successful grades for American Indian/Alaskan Native students is less than five in each basic skills math course. Equity Increase English improvement The following data is based on the 2015-16 rates by 3% in the next 3 years academic year (Fall 2015 and Spring 2016) and among male, African American, will be used as baseline data. Success rates students with disabilities, and were gathered for the following basic skills American Indian Students. English courses: English 251, 261, and 360.  The success rates for male students’ were 50% in English 251 and 48% in English 360 (Figure 4). Male students’ success rates in English 261 was 27%, however, the overall number of successful grades was only 12.  The overall success rate for African American students in English 251 was 49%. The number of successful grades for African American students in English 261 and English 360 were both less than ten (Figure 5).  The success rates for students with disabilities’ were 51% in English 251 and 43% in English 360. The number of successful grades in English 261 was less than five (Figure 6).  The number of successful grades for American Indian/Alaskan Native students enrolled in each of the basic skills English courses was less than five (Figure 7). Equity Increase ESL improvement rates by  The overall 2015-16 success rate for 3% in the next 3 years among male male students in Credit ESL was 69% students (fall 2015 and spring 2016). This will be used as the baseline data.  Fall 2015 success rate: 63%  Spring 2016 success rate: 79%

Equity Increase the number of ESL  The Spring 2016 ESL Off-Site students who attend the Off-Site Orientation took place on the Visalia

Orientation. campus on May 10, 2016, and 250 people attended.  The Spring 2017 ESL Off-Site Orientation was scheduled for May 16, 2017, and 292 people participated.

Equity Increase the number of certificates The COS Data Warehouse was sourced to earned by female, Asian, African gather the number of certificates earned by American, and American Indian these student groups in 2015-16: students by 2% in the next 3 years.  Female students: 17 certificates  Asian students: 32 certificates  African American students: 11 certificates  American Indian/Alaskan Native students: 0 certificates  Group Total: 60 certificates

Equity Increase the number of degrees In 2016, Asian students earned 45 degrees (COS earned by Asian students by 2% in Data Warehouse). The Chancellor’s Office the next 3 years. Scorecard data was used to review Asian students’ equity performances in the Degrees metric. Although Asian students were a DIG in the 2008/2009 cohort, they were no longer a DIG in the 2009/2010 and performed At or Above Equity.

Equity Increase the transfer preparedness The Chancellor’s Office Scorecard data was used of African American students by to review African American students’ equity 2% in the next 3 years. performance in the Transfer Preparedness metric. African American students were categorized as a DIG in both cohorts. Of the 2008/2009 cohort, 19% of African American students met the transfer prepared criteria compared to five percent of African American students of the 2009/2010 cohort.

Equity Provide more equitable access to In Fall 2015, there were no services available Student Success Program services after 4:45pm. In the 2016/2017 year, 167 by increasing evening hours for students were able to meet with the Student disproportionately impacted Success Program after 4:45pm. students. Equity Increase the transfer rates of Comparing the 2008/2009 cohort with the Hispanic, students with disabilities, 2009/2010 cohort, there was a 1% increase in African American, American Indian, District transfer velocity rate. However, there

and economically disadvantaged was a decrease in transfer velocity rates with students by 2% in the next 3 years. Hispanic, students with disability, African American, American Indian, and economically disadvantaged. Students with disabilities had a 6% increase in transfer velocity. Equity Prevent student dismissals from In general, the percentage of COS students on the institution by decreasing the probation is similar across semesters (Fall 2015 number of students on probation to Fall 2016). Although the percentage of (progress and academic). dismissals is low, the Spring 2016 semester had the largest percentage (3%).  During the 2015-16 year, 586 students attend probation workshops

Equity Provide our disproportionately  During the 2015-16 year, 13 financial impacted students with workshops aid workshops were offered and 130 about the Financial Aid process and students attended. all facets of funding their college  During Fall 2016, two scholarship education. workshops were offered with 43 student attendees and three Financial Aid workshops were offered with 65 student attendees.

Equity Based on funding, provide direct  The grand total amount of aid for the student support to 2015-16 year was $203,921.05. The disproportionately impacted majority of the aid was given in the students. form of vouchers for books and gas ($191,000).  The amount of aid given in the Fall 2016 semester was $216,000, with the majority of aid money dispersed for book vouchers.

Equity Provide faculty and staff  During the 2015-16 year, 14 professional development professional development opportunities to gain in-depth opportunities were offered to staff, knowledge on our District’s faculty, and students. At least 67 staff, disproportionately impacted faculty, and students attended student groups. conferences and trainings. The opportunities included Strengthening Student Success Conference, On Course, and the A2MEND Conference, among others.  During the Fall 2016 semester, six professional development

opportunities were offered to staff, faculty, and students, and 24 people attended. The opportunities included the Disney Institute, Equity/SSSP Training, and CA Community College Counselor Conference.

Basic Skills Increase course success and Basic Skills Initiative funds were utilized to completion rates in pre-transfer increase course success and completion rates English, Math, and English as a by supporting the following: Second Language courses annually. 1) Sending three faculty and an administrator to the National Association of Developmental Education (NADE) conference; faculty and administrators were introduced to numerous pedagogies that have been discussed and have begun to be implemented at COS in order to increase the success rates in our pre-transfer English, Math and ESL courses and programs. 2) Sending faculty, staff, and students to the Northern California Writers Center Association (NCWCA); this conference supports the development of writing center staff members by providing them with current writing center strategies and pedagogies to improve current strategies. 3) Two faculty to attend the Association of Community and Continuing Education conference; this conference provided professional development for ESL faculty members; 4) Two faculty to attend the CATESOL (A professional Organization Serving Teachers of English to Speakers of Other Languages in California and Nevada) conference, to again support faculty professional development in the ESL department; faculty continue to gain information on new and emerging strategies and pedagogies that will enhance the current ESL program at COS. Basic Skills Reduce the achievement gap of BSI supports the reduction of the disproportionately impacted disproportionately impacted groups by student groups annually, as providing increased access to English/Writing identified in the Student Equity support through the Writing Center. Support to Plan. decrease the disproportionately impacted groups is largely accomplished by subsidizing

faculty professional development opportunities by faculty conference attendance and by supporting the ESL off-site program (providing funds to support the coordinators salary) which is embedded in numerous small communities in Tulare County. Basic Skills Increase training for academic and Basic Skills Initiative funds were utilized to student services staff and faculty support the following activities during the 2015 to respond to the unique needs of -2016 academic year: our student population. 1) The attendance of three faculty and an administrator to the National Association of Developmental Education (NADE) conference 2) The attendance of faculty, staff, and students to the Northern California Writers Center Association (NCWCA) 3) Two faculty to attend the Association of Community and Continuing Education conference 4) Two faculty to attend the CATESOL (A professional Organization Serving Teachers of English to Speakers of Other Languages in California and Nevada) conference. Basic Skills Increase the number of students Basic Skills Initiative funds were utilized to who are transfer-prepared support and increase Writing Center student annually. staff to increase the number of available student appointments, to support student success in all levels of English courses. Increase the success rate in English courses will ultimately result in an increase of student’s preparedness for transfer.

b. To what so you attribute your overall success or lack thereof? (This answer can be in narrative or bullet; 100 words maximum)

The District has been intentional in its efforts to meet program mandates set forth in each individual initiative while also aligning the work to support the District’s Master Plan goals and Strategic Plan objectives. Starting, initially, with efforts to integrate SSSP and Student Equity into the District’s Student Success Program and continuing with collaboration with BSI, Strong Workforce, Adult Block Education Consortium, and where appropriate, a general fund match, the District worked with program faculty, staff, and managers to create a crosswalk of current services in an effort to streamline student support and success beginning with matriculation and ending with successful

completion.

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.) Activities in each program that serve the goal listed Goal SSSP Student Equity BSI Example:

Increase Provide extended Provide extended Pilot prep completion and orientation and orientation and courses through persistence assessment prep assessment prep the first year through the courses/workshops courses/workshops programs or English specific bridge Developmental Redesign the dev. programs Sequence ed. sequence Redesign the dev. ed. Sequence Based on Provide ESL Provide ESL success Provide off-site funding, Counselor to coordinator to ESL Coordinator provide direct facilitate off-site engage student to facilitate the student support recruitment, and with mutual implementation to one-stop responsibility of ESL program disproportionat matriculation contract to work throughout ely impacted services to ESL with student Tulare County. students (ESL). students. through (Equity Goal) completion. Provide Provide on-going language lab one on one Provide designated supplemental counseling through computer lab, instruction for the credit to non- laptop checkout, ESL students. credit transition. printing for ESL students. Provide continued counseling and Provide small group follow up through workshops on graduation/transfer student success /certificate and financial aid. completion.

Provide DACA

information or resource referrals as needed.

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.

The Student Success Program, a collaboration between SSSP and Equity, has shown a positive gain in closing the achievement gap. District-wide, there are five Student Success Labs with seven Success Coordinators serving identified disproportionately-impacted students. The Student Success Program provides designated counselors, orientation, financial aid and probation workshops, university visits, and an array of on- campus referrals. Fall 2016 data revealed the following data:

Fall 2016 Term GPA Summary Overall Full-Time Part-Time Avg Term Student Avg Term Student Avg Term Student Group GPA Count GPA Count GPA Count All COS Students 2.37 12,165 2.47 5,114 2.22 7,051 All SSP Students 2.60 900 2.64 650 2.43 250 SSP Completers 2.79 705 2.79 527 2.82 178

Observation:

- Students completing the SSP activity earned a higher average GPA during the Fall 2016 term than all COS students.

- Students completing the SSP activity earned a higher average GPA during the Fall 2016 term than SSP non-completers.

- Part-time students completing the SSP activity earned a higher average GPA during the Fall 2016 term than any other group.

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

Complete the table on the next page. Add rows as needed to list all five goals.

Activities in each program that serve the goal listed Goal Goal Area Student SSSP BSI Equity Example:  Access Increase Provide Provide Pilot prep courses  Retention completion and extended extended through the first  Transfer persistence orientation orientation and year programs or  ESL/Basic Skills through the and assessment prep specific bridge Completion English assessment courses programs  Degree & Developmental prep courses/ /workshops Certificate Sequence workshops Redesign the dev. Completion Redesign the Ed. sequence  Other:______dev. Ed. ______sequence GOAL #1 Provide Student Support  Access District increase in Success Augmented  Retention

Objective 2.1 counselor Program Instruction  Transfer availability incorporates paired with an  ESL/Basic Skills Increase the district-wide transfer accelerated Completion number of to ensure counseling and  Degree & English course. students who both follow through Certificate are transfer abbreviated with program Expansion of the Completion prepared and students.  Other:______Writing Center, annually. comprehensi Support ______ve education Augmented to support _ plans are Instruction students in created with paired with an successfully students. accelerated completing English course. writing Provide Support assignments Transfer Supplemental across all Center with Instruction in dedicated transfer level disciplines. transfer courses. Support the counselor. Provide comprehensive professional Participate in 1-on-1 services development for annual through the implementation program Student of the review to Success accelerated ensure Program. English course. sustainable Collaborate growth and with the improvement Transfer Center and Complete Counselor to annual provide free Transfer trips to 4-year Report to the colleges/univer state and sities. update Transfer Center Plan accordingly.

Provide university visits and 1- on-1 meetings with

university advisors.

Provide professional development for counselors to attend the CSU and UC Counselor Conferences.

GOAL #2 Provide two Provide District evaluations intrusive Objective 2.2 specialists to follow up to evaluate, disproportiona Increase the process, and tely impacted number of troubleshoot groups until students who associate graduation, earn an degrees and certificate, associate certificates. and/or degree or transfer is certificate Provide six attained. annually. student success Provide direct coordinators student to meet supplies to regularly disproportiona with students tely impacted to ensure students. degree/certif icate Provide completion comprehensive of targeted 1-on-1 follow caseloads. up services with the Implement Student degree audit Success system so Program. students can audit Provide progress, and Supplemental counselors Instruction.

can use for graduate applications.

Provide Chancellor approved assessment tool as well as multiple measures for proper placement.

Provide paper and pencil placement test at feeder high schools to ensure access. Provide accurate placement through placement exam and/or utilizing multiple measures.

Provide information to students on accelerated course options.

Provide electronic education plan and online

counseling to address equity for online students.

GOAL #3 Provide Provide Expansion of the  District accurate comprehensive Writing Center Objective 2.3 placement 1-on-1 follow to support through up services students in Increase placement with the course exam and/or Student successfully success and utilizing Success completing completion multiple program. writing rates in pre- measures. assignments transfer Provide direct across all English, Math, Provide student disciplines. and English as information supplies for Provide support a Second to students disproportiona Language on tely impacted for off-site ESL courses accelerated students. coordinator to annually. course increase success options. and completion

rates. Support professional development efforts of faculty for implementation of the accelerated English course. Provide support to increase tutorial hours in the Language Lab. GOAL #4 Provide Provide Expansion of the  District designated targeted Writing Center, Objective 3.1 counseling interventions hours/appointm and success to the district’s ents to support Reduce the coordinator disproportiona students in achievement support for tely impacted successfully gap of identified students, case completing disproportion groups. managed by a writing ately success assignments impacted Provide five coordinator, across all student success governed by a disciplines groups centers for mutual Provide support annually, as students to responsibility for off-site ESL identified in study, contract. coordinator to the Student decompress, Provide increase success Equity Plan. utilize comprehend- and completion resources. sive 1-on-1 rates. follow-up Support the Provide Four services with professional Student the Student development for Services Success implementation Specialist to Program. of the increase Provide accelerated access and professional English course. support to development Provide support incoming and opportunities to increase continuing that focus on tutorial hours in students. working with the Language

our District’s Lab. Provide disproportiona Counseling tely impacted Technician to students. conduct and Provide direct maintain student Online and supplies for face to face disproportiona Orientations. tely impacted students. GOAL #5 Provide Provide On Support District trainings for Course professional Objective 3.2 veteran training, development for issues, Amend implementation Increase transfer Conference, of the training for updates, and other accelerated academic and allied health training English course. student updates, opportunities Support the services staff CSU/UC to staff and professional and faculty to updates, and faculty. development  respond to student Professional efforts of faculty the unique mental development to attend the needs of our health issues. opportunities National student that focus on Association for population. working with Developmental the District’s Education disproportiona (N.A.D.E.). tely impacted students.

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)

Integration of matriculation, instruction, and student support at the Sequoias Community College District is accomplished in several ways, all involving collaboration of faculty, staff, and administrators to ensure these areas coordinate activities to support one another. To that end, leaders in Academic Services and Student Services are intentional in their efforts to include one another in planning processes to ensure seamless delivery of service to students.

The first few examples of this collaboration come directly from the District’s Governance and Decision Making model. Four Operational Groups (Senior Management Council, Deans Council, Management Council, and Instructional Council) provide the venue to introduce opportunities for collaboration. Each group meets at least twice per month and includes representatives from Academic Services, Student Services, and Administrative Services. This is where coordination issues are identified and plans developed for increased collaboration across these three areas. Some of these plans are routine work adjustments that can be

implemented quickly while other, more involved, plans are developed and then shared with one or both of the District’s two decision-making entities, the District Governance Senate or the Academic Senate. In terms of identifying the proper governance group to serve as the steering committee for the Integrated Plan, both the Academic Senate and District Governance Senate have identified this as an initiative for the 2017-18 year.

In addition, the District has built in several different processes for collaboration and the sharing of information vital to student matriculation and success. Examples of this collaboration can be seen in outreach and orientation efforts involving Student Services staff and Academic Services faculty; the collaboration of both entities in the Student Transitional Enrollment Process Sessions (STEPS) with high school seniors each spring; the solicitation of input from counselors and other Student Services staff in the Academic Services’ class scheduling process; faculty and staff-run Math Lab and Writing Center; and the ongoing communication between faculty and student support personnel on efforts like Supplemental Instruction, Augmented Instruction, and the Early Alert program.

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 District offers noncredit courses primarily in the areas of English as a Second Language (ESL) and Rehab Therapy Aide. The courses are designed to strengthen students’ foundational understanding of the content area to prepare them for credit coursework or to improve job skills. Both programs include Career Development and College Preparation (CDCP) certificates.

Noncredit ESL courses are offered at each of the three District campuses as well as through community partnerships at off-site locations. These students are guided by a full-time ESL Counselor funded through the Adult Education Consortium grant and SSSP. The Basic Skills Initiative provides the funding for an offsite ESL coordinator. Equity funding provides a full-time Student Success Coordinator to work with its ESL student population. Both these positions work closely with the local adult schools as well as community economic organizations to help transition students into an educational pathway or an immediate career. Students achieve a beginning, intermediate or advanced ESL certificate that were recently designed in an accelerated model. Offsite students transition to intermediate classes on the District campuses. Students participate in a campus tour, presentations from CTE and academic programs and a certificate ceremony at the end of the year.

The 4-week Rehab Therapy Aide program offers noncredit coursework and a certificate to provide a foundational understanding of physical therapy and hands on experience as an aide using technology-based learning strategies and lab sessions. Upon completion, students can immediately work in physical therapy offices and many transition to the physical therapist assistant program.

6. Describe your professional development plans to achieve your student success goals. (100 words max)

In accordance with District Objective 3.2, Increase training for academic and student services staff and faculty to respond to the unique needs of our student population, the District sponsors training opportunities through the Faculty Enrichment Committee throughout the year for which faculty receive flex time credit. In addition, each faculty member can access the faculty travel/conference budget to attend off-site training opportunities. Finally, through Equity funding, the Student Success Program provides training opportunities for faculty and support staff throughout the year as one of its program goals.

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 District’s Student Equity Plan has 15 goals with evaluations/assessments, supported by 27 activities, to improve the performance of our disproportionately impacted groups across 13 metrics. Examples of these metrics include course completion, basic skills improvement rates, persistence, degree/certificate completion, and various transfer measures. For the past four years, the District has analyzed Scorecard data, from the Chancellor’s Office, to determine the performance and progress of student groups in each metric. This occurs annually each summer. Data collection for the 15 goals and 27 activities occurs on an ongoing basis as data are available, usually on a semester or yearly basis.

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)

The Sequoias Community College District is a single-college district with two approved centers, one in Hanford and a second in Tulare. As such, this plan is designed to address student needs and strategies at all three District sites. Accordingly, the site Provosts from the Hanford and Tulare Centers have been involved in the development of this plan and will continue to work closely with deans, directors, and faculty responsible for implementation to ensure students at all three sites receive the same levels of service.

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. The District’s 2017-18 Budget Plan is as follows:

S P s S l u P S e S 2 l S i S

q S v S h h n

i t S k E S i c c t t

S S i t t m

a i i d t a a c u e n i i t l d e r i e s d r M M o c e n a c d e r I C n r B n u C o t Object C o S N Code Category N 1000 Academic Salaries $ 42,400 $ 22,139 $ 1,022,133 $ 629,491 Classified and Other Nonacademic 2000 $ 52,080 $ 721,239 $ 772,485 $ 1,729,930 Salaries 3000 Employee Benefits $ 15,181 $ 289,046 $ 776,321 $ 885,813 4000 Supplies & Materials $ 1,411 $ 80,000 $ 211,570 $ 2,500 5000 Other Operating Expenses and Services $ 25,724 $ 140,000 $ 457,199 6000 Capital Outlay $ - $ 86,856 7000 Other Outgo $ 160,000 $ -

Program Totals $ 136,796 $ 1,412,424 $ 3,326,564 $ 3,247,734 $ - $ - Mismatch Match

BSI, SE, & SSSP Budget Total $ 4,875,784

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 College of the Sequoias has developed this Student Success and Support

Program/Student Equity Program/Basic Skills Integrated Plan through a collaborative process that included research, dialogue, and best practices of existing statewide plans. The goals that were established for the 2017-2019 Integrated Plan are closely aligned with District Objectives from the 2015-2018 College of the Sequoias Strategic Plan. The District may update those goals midway through the reporting period (Summer 2018) depending on how District Objectives change for the 2018-2021 Strategic Plan. The activities that are outlined in this plan will be assessed each semester by the Office of Research, Planning, and Institutional Effectiveness. Some of the activities that were implemented in previous years’ SSSP Plan, Equity Plan, and Basic Skills Plan will continue to provide effective strategies in the new Integrated Plan. The Student Equity Plan for 2017-19 including a summary of expenditures and activities from 2014-15, 2015-16, and 2016-17 can be found here.

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?

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 ______Title ______Email Address ______Phone ______

Alternate Point of Contact: Name______Title ______Email Address ______Phone ______

Part III – Approval and Signature Page

College: College of the Sequoias______District: Sequoias CCD______

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