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

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1 Part I Deadlines and Important Information Submission deadline: January 31 st, 2018 The Integrated Plan will cover two years. The budget plan will reflect the 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, Instructional and Student Services 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 January 31 st, 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 Page 1 of 13

2 with existing resources to complete the 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 subgroupspecific 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. Page 2 of 13

3 Part II Program Goals and Planning PREVIOUS ACCOMPLISHMENTS Questions 1 & 2 focus on what you have accomplished during the 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 SSSP, Student Equity, and BSI plans. Expand the table as needed so that all of your goals are included. Goal ACCESS: 2% Improvement in Access for low-income communities, low college going rate communities, and local high school graduates Redefine research definition of access to compare current college students to low college going rate communities Ensure all incoming students complete an orientation, assessment, and short term student educational plan prior to enrolling in courses COURSE COMPLETION: Up to 6% Improvement in Course Completion for foster youth, Hispanic/Latino, and African American students. (BSI goal to increase the basic skills completion by 2% and to Progress Toward Goal Hired Outreach Counselor focused on targeted outreach to high schools to improve capture rate Assigned counselors as liaisons to the local high schools Expanded outreach efforts to the community including community centers, high schools, and local events Completed a disproportionate impact study on access of current college students to low-college going rate communities (instead of the entire Coachella Valley)-data will be reviewed in Completed implementation of online orientation Provided assessment testing at multiple off-site college locations and high schools Provided front end transcript evaluations In spring, invited all local high schools to the college during school hours to complete matriculation processes including meeting with a counselor and completing a student short term educational plan Hired a counselor for summer bridge and first year experience programs (EDGE/FYE) Increased support in counseling, tutoring, supplemental instruction, technological tools (i.e. early alert, self-service student module, online tutoring module, and electronic student educational planning tool) Developed Coding camp targeting females Page 3 of 13

4 increase basic skills students receiving advising/counseling by 2%) All incoming students receive a short term student educational plan Integrated Plan: Basic Skills Initiative, Student All students who have earned 15 units or who have attended three semesters will complete a comprehensive student educational plan BASIC SKILLS COMPLETION: Up to 3% improvement in ESL completion Up to 5% improvement in college level Math completion for students who started in basic skills math Up to 20% improvement in college level English completion for students who started in basic skills Reading/English BSI goal to increase the basic skills completion by 2% Improved basic skills completion for Hispanic/Latinos, Males, other minority groups, and students with disabilities Ensure all incoming students complete an orientation, assessment, and short term student educational plan prior to enrolling in courses (equity activity was labeled TechEDGE ) Supported faculty development for Distance Education. To date, 100 faculty have become certified in Distance Education and success rates have improved 2.5% over online success rates. In spring, invited all local high schools to the college during school hours to complete matriculation processes including meeting with a counselor and completing a student short term educational plan Implemented electronic student educational planning tool, short term and long term educational planning group workshops, and institutionalized a SSSP lab to support educational planning Designed and implemented a culturally sensitive and responsive First Year Experience using Accelerated Reading, English and Math courses as well as intrusive counseling Implemented On Course training for faculty Implementing Reading Apprenticeship in Piloted College for a Day in Sept 2017 with a local high school whereby college prep seniors attended English and Math classes for one day Expansion of online tutoring services Increasing support of non-credit programs Expanded summer bridge (EDGE) and first/second year support services Expanded supplemental instruction and tutoring support for basic skills courses Completed implementation of online orientation Provided assessment testing at multiple off-site college locations and high schools Provided front end transcript evaluations In spring, invited all local high schools to the college during school hours to complete matriculation processes including meeting with a counselor and completing a student short term educational plan Page 4 of 13

5 DEGREE & CERTIFICATE COMPLETION: Up to 10% Improvement in Degree/Certificate Completion Integrated Plan: Basic Skills Initiative, Student All students who have earned 15 units or who have attended three semesters will complete a comprehensive student educational plan To reduce gaps in degree and certificate completion for African American students Implemented On Course training for faculty Implementing Reading Apprenticeship in Implemented electronic student educational planning tool, short term and long term educational planning group workshops, and institutionalized a SSSP lab to support educational planning Hired a full time career counselor Increased follow up services for students Opened the Career and Workforce Solutions Center TRANSFER: 10% Improvement in Transfer Rates All new students will complete an orientation. All new students will receive counseling and education plan services. Students who meet the definition of at-risk will receive specialized follow-up services. Assessment and placement services will be available for all students. Hired an At Risk/Retention Counselor to increase follow up services Developed marketing materials for transfer Increased counseling and tutoring for Veterans Increased counseling and services for STEM (i.e. MESA) students Hired a full time transfer counselor In Summer and Fall of 2014, we reported 416 students receiving initial orientation services. In Summer and Fall of 2016 we reported 1,812 students receiving initial orientation services. That s an increase of 435.6%. In Summer and Fall of 2014, 4117 students received education plan services. In Summer and Fall of 2016, 7257 students received education plan services. That s an increase of 176%. In the Spring of 2017 we launched a new, online, probation workshop for students on academic and progress probation. All students were required to complete the workshop in order to receive priority registration. Limited bandwidth at our Mecca-Thermal and Desert Hot Springs campuses prevented us from offering assessment testing at those sites. In the Fall of 2016 we installed a microwave system which allows us to offer assessment testing for credit English, ESL, math and reading as well as non-cred ESL. Page 5 of 13

6 b. To what do you attribute your overall success or lack thereof? (This answer can be in narrative or bullet; 100 words maximum) Equity/SSSP Goals The College was eager to participate in this discussion and take action. We had broad support across all campus constituencies. Mixed results from many activities were due to multiple pilots, which were continually evaluated and adjusted. Successful activities were expanded and scaled. BSI Goals College of the Desert has been working to improve basic skills completion for a number of years. The College has been adjusting curriculum, assessing its effectiveness, and adjusting again to reach these improved rates. c. In the table below, identify one goal from your plans that intersects SSSP, Student Equity, and BSI and describe the integration activities. (Note: For the plan, integrated goals are required.) Goal Example: Activities in each program that serve the goal listed SSSP Student Equity BSI Increase completion and persistence through the English Developmental Sequence Provide extended orientation and assessment prep courses/workshops Provide extended orientation and assessment prep courses/workshops Redesign the Dev. Ed. Sequence Pilot prep courses through the first year programs or specific bridge programs Redesign the Dev. Ed. Sequence Page 6 of 13

7 Improved basic skills completion for Hispanic/Latinos, Males, other minority groups, and students with disabilities Integrated Plan: Basic Skills Initiative, Student Completed implementation of online orientation Provided assessment testing at multiple off-site college locations and high schools Provided front end transcript evaluations In spring, invited all local high schools to the college during school hours to complete matriculation processes including meeting with a counselor and completing a short term student educational plan Designed and implemented a culturally sensitive and responsive First Year Experience using Accelerated Reading, English and Math courses as well as intrusive counseling Implemented On Course training for faculty Implementing Reading Apprenticeship in Piloted College for a Day in Sept 2017 with a local high school whereby college prep seniors attended English and Math classes for one day Expanded summer bridge (EDGE) and first/second year support services Expanded supplemental instruction and tutoring support for basic skills courses Expansion of online tutoring services Increasing support of non-credit programs Page 7 of 13

8 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. College of the Desert has developed a successful program called EDGE: Engage, Develop, Grow, Empower. EDGE is a 3-week summer bridge program that offers a fast-paced review of basic skills in mathematics and English, incorporating student success strategies and exercises to ensure a smooth transition into college life. At the end of the program students have the opportunity to retake the placement test and receive a multiple measures review by faculty in hopes of removing some, or all, of the basic skills courses required in order to enroll in college level transferable courses. This in turn allows them to move more quickly through the basic skills math and English sequence (or eliminate it all together) with the skills needed to be a successful college student. The program focuses on assisting our highest need students and also includes wrap around services and ongoing support promoting retention, persistence and completion. EDGE students perform just as well as non-edge students who placed into courses directly. In addition, EDGE students persist from their first semester to the next semester at a higher rate than other first time college students. Since 2012, 2,731 students have completed EDGE and have removed 2,812 basic skills courses as a result. Nearly 95% of incoming College of the Desert students test into one or more remedial courses on their college placement test, some students placing four levels below college level math. The college found that around 1 or 2% of students were enrolling and completing their college level math, potentially taking up to three or more years to complete remedial coursework prior to college level courses. The EDGE program was designed to help address this issue and increase student success, equity and completion at College of the Desert. FUTURE PLANS Questions 3-8 address the 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., Page 8 of 13

9 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. Page 9 of 13

10 Goal Example: Increase completion and persistence through the English Developmental Sequence (Equity goal) Increase by 5% completion and persistence through the English and Math Developmental Sequence in disproportionate ly impacted groups. Activities in each program that serve the goal listed Student SSSP BSI Equity Provide extended orientation and assessment prep courses/ workshops Provide At Risk and Retention Counselors. Provided designated counselors for FYE. All practice intrusive counseling. Provide extended orientation and assessment prep courses /workshops Redesign the Dev. Ed. Sequence Provide FYE in the form of EDGE and accelerated English, Reading and Math classes Pilot prep courses through the first year programs or specific bridge programs Redesign the Dev. Ed. Sequence Provide faculty training in the areas of Acceleration, On Course and Reading Apprenticeship (RA). Certify faculty in D.E. Goal Area Access Retention Transfer ESL/Basic Skills Completion Degree & Certificate Completion Other: Access X Retention Transfer X ESL/Basic Skills Completion Degree & Certificate Completion Other: _ (BSI goal) Insure Apply RA that 80% of all techniques in incoming basic counseling skills students workshops receive some form of RA training within 3 years. Apply RA (BSI) Provide techniques in FYE Reading Apprenticeship training for 20 faculty per year for next 3 years. Access Retention Transfer ESL/Basic Skills Completion Degree & Certificate Completion Other: _ Page 10 of 13

11 (Equity Goal) Develop and implement a 1 semester FYE, College 101 discipline specific class team taught by discipline and counseling faculty within 2 years. Create a college going culture by increasing the capture rate from local high schools by 10% within 3 years. Increase persistence rate from year 1 to year Integrated Plan: Basic Skills Initiative, Student Counselors work with discipline faculty to develop curriculum embedding On Course & RA strategies. Outreach specialists and counselors visit local HS s in combination with College for a Day. Implement multiple measures assessment. Counselors and outreach specialists recruit into EDGE and FYE. Counselors All FYE provide instructors use intrusive Early Alert. support services in working with FYE students. All EDGE/FYE students have well-developed SEP s. Implement multiple measures assessment. Provide funding for discipline faculty to be trained in Reading Apprenticeship and On Course. Provide funding for College for a Day where senior CP students attend one day of English & Math classes. Student led tours. Lunch w/faculty instructors. Provide Smart- Thinking online tutoring. Access X Retention Transfer X ESL/Basic Skills Completion Degree & Certificate Completion Other: _ X Access X Retention Transfer X ESL/Basic Skills Completion Degree & Certificate Completion Other: _ Access X Retention Transfer X ESL/Basic Skills Completion X Degree & Certificate Completion Other: _ 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) First, increase Chairs Council meetings to monthly (chairs of Equity, SSSP and BSI along with Page 11 of 13

12 other major college initiatives). Focus that council on a unified plan that takes all students (especially those disproportionately impacted) through a well-planned sequence as follows: 1) expand outreach to local high schools, 2) continue and expand College for a Day, 3) recruit larger cohorts into EDGE and FYE, 4) assess using Multiple Measures, 5) continue to expand student educational planning workshops, 6) utilize At Risk and Retention counselors working with faculty to use early alert tool, 7) expand transfer exposure opportunities, and 8) expand intrusive and effective follow up services. Chairs Council will rely on data from the Office of Institutional Research and first-hand reports from faculty and counselors on how the plan is working, what needs to be changed and how it needs to be changed. The sequence will be run as an action-research program in analyzing, changing and re-assessing. 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) We offer non-credit courses and certificates in Adult Basic Education and English as a Second Language. The programs are eligible and certified for Non-Credit SSSP. Students in both programs received SSSP services of orientation, assessment and educational planning. Both programs have dedicated counselors who provide academic, personal and career counseling. The high school completion program allows credit courses to be used toward the diploma. The highest level in the ESL program includes an orientation to the credit programs. All students are provided with individual counseling to assist them in identifying and completing their academic and career goals. Additionally, COD has developed non-credit, online, 4 hour review modules in English and Reading designed for students to review areas where students are less proficient. For example, if a student does not understand the concept of run-on sentences, the instructor can refer them to this short 4 hour module. These non-credit modules can be taken on their own or to support and enhance skills for students enrolled in credit bearing classes. 6. Describe your professional development plans to achieve your student success goals. (100 words max) Annually, a minimum of twenty faculty will participate in Reading Apprenticeship and On Course training. COD is participating in 3CSN s Reading Apprenticeship community of practice. College of the Desert will continue to work with various departments and committees including the Faculty Development Committee, committee of the Academic Senate, to ensure that there are multiple professional development opportunities available to achieve the student success goals. Over the next two years, we will offer the following programs of professional learning: Reading Apprenticeship Habits of Mind Page 12 of 13

13 On Course Transfer Workshops (UC and CSU) A2MEND (mentorship program for African American men) 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) Research and data will be collected each semester regarding how the plan worked. The data will be disseminated to all faculty and administrators involved. Ongoing evaluation will be conducted regularly at the Equity Committee, SSSP/Matriculation Advisory Committee, Chairs Council, College Planning Council, and Academic Senate. On an annual basis, we will examine: Student participation in SSSP services Student assessment and placement into English, ESL, reading and math Progression through basic skills sequences Retention and persistence Completion of certificates and degrees Number of students who transfer or become transfer ready This data will be disaggregated and analyzed for disproportionate impact. Page 13 of 13

14 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) N/A 9. Using the document BSI SE SSSP Integrated Budget Plan and your 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. Basic Skills Initiative Object Code Category 1000 Academic Salaries $ 5,000 $ 207,902 $ 1,082,552 $ 907,661 $ 146, Classified and Other Nonacademic Salaries Student Equity Credit SSSP Credit SSSP - Match Noncredit SSSP Noncredit SSSP - Match $ 108,442 $ 484,564 $ 164,441 $ 399,851 $ 20,320 $ 149, Employee Benefits $ 76,120 $ 318,897 $ 332,301 $ 515,948 $ 48,519 $ 79,630 Column Supplies & Materials $ 12,652 $ 45,000 $ 9, Other Operating Expenses and Services $ 2,600 $ 60, Capital Outlay $ 35, Other Outgo $ 10,000 Program Totals $ 239,814 $ 1,021,363 $ 1,684,854 $ 1,823,460 $ 225,225 $ 228,879 Match Match BSI, SE, & SSSP Budget Total $ 3,171, 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 , , and 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: Executive Summary As stated in the Student Equity Plan, College of the Desert s Plan builds on the work begun by our Superintendent/President, Dr. Joel Kinnamon, who, in January 2014, released a comprehensive Agenda for Advancement of Student Success and College/Community Development. One of the principal items in this agenda is the development and implementation of a student success plan, which, among other things, aims to improve students success in completing coursework, completing degrees and/or transferring to four year institutions, and preparing to enter the workforce. Our Student Equity Plan continues to be an attempt to realize Page 14 of 13

15 this Agenda, to address the disproportionate access to higher education in our service areas, and to eliminate the disproportions in success rates of our student populations. Currently, the College has a standing Equity Committee, which incorporates basic skills representatives, and a SSSP/Matriculation Advisory Committee. Both report to the College s Planning Council with faculty appointments by the Senate. With full constituent representation, both committees are responsible for monitoring the progress of the plans including continuously evaluating the outcomes. The process of writing the integrated plan has illuminated for us the access and achievement gaps among specific student populations, and it has helped us formulate more targeted efforts at working with and for our students and community. In addition, as a college-wide effort, the writing of this Plan has brought together the different stakeholders at the College and has set the stage for some authentic collaboration among these stakeholders. We intended for the Plan and its constitutive activities not only to address any access and achievement gaps, but also to continue to build and sustain a more equitable and vibrant college environment for our students. Target Groups Based on the disproportionate impact study we undertook for this Plan, we discovered that different methodologies resulted in varied results. Because Hispanic/Latino students comprise over 70 percent of our student population (i.e., a significant fraction of our total enrollment), some of the comparison data hid important achievement gaps for this particular population. In other words, even though some of the data may not have indicated so, we found that a significant number of Hispanic/Latino students experienced an achievement gap in multiple indicators, once we took into account the number of students impacted and the disaggregated subgroup s proportion of the total population, as recommended under the Percentage Point Gap Methodology (Attachment E). As a result of these considerations, Hispanic/Latino students are being identified as our largest target group for most indicators. In addition to Hispanic/Latino students, other statistically significant target groups we identified were Current or Former Foster Youth, and Black or African American Students, and many of our efforts will specifically target these groups. Other groups that were disproportionately impacted in multiple indicators were American Indian or Alaska Native Students, and Native Hawaiian or Other Pacific Islander Students, but because these two groups are composed of such small numbers of students, we decided not to specifically target them in our Equity efforts; instead, we designed many activities with Universal Design principles that are meant to affect all groups. Goals and Activities The overall goal of this Plan is to narrow any gaps from disproportionate impact studies. The Equity committee will determine a schedule for activity constituents to report whether or not they are moving towards achieving the goal of their area. A suggested timeline would be for activity constituents to report their progress to the Equity committee at the end of each semester. The process followed will be one of "Action Research" (i.e., administer the intervention, collect data, adjust, re-administer). The committee will summarize the activity Page 15 of 13

16 reports into a general report that will be disseminated and discussed in a meeting to key constituents of the Academic Senate, College Planning Council, Outcomes and Assessment committee, departments, schools, president's cabinet, Institutional Effectiveness committee, Educational Master Plan committee, Assessment of Planning and Outcomes subcommittee, and the Board of Trustees. Specific goals and proposed activities for each indicator are as follows: A. Access Low-income Students, Graduating High School Students in Underrepresented Populations, and Communities with Low College-Going Rates are the target populations for Access. To bridge the access gap by 2% for each group, we are proposing two activities: Targeted Outreach to Low- Income and Low-College-Going-Rate Communities, and Research to Identify Underrepresented Populations not Revealed in Current Data Sets. B. Course Completion Current or Former Foster Youth, Black or African American Students, and Hispanic/Latino Students are the target populations for Course Completion. To bridge the course completion gap by between 3-6% for the first two groups, and to eliminate the gap for the third group, we are proposing three activities: At-Risk Counselor, Tech EDGE (technology-based bridge program), and Distance Education Faculty Development. C. ESL and Basic Skills Completion For this section of the Plan, we disaggregated the data into three areas: ESL, Basic Skills English and Reading, and Basic Skills Math. For ESL, the target groups are Hispanic/Latino Students and Males, with a goal of bridging the basic skills completion gap by 3% for each. For Basic Skills Math, the target groups are Black and African American Students, Hispanic/Latino Students, and Males, with a goal of bridging the basic skills completion gaps by 5%, 2%, and 2%, respectively. For Basic Skills English and Reading, the target groups are Native Hawaiian/Other Pacific Islander Students, American Indian/Alaska Native Students, and Individuals with Disabilities, with a goal of bridging the basic skills completion gaps by up to 5%. For these three areas, we are proposing the seven activities: A Culturally Responsive First-Year-Student Experience, On Course and Reading Apprenticeship Training for Faculty and Counselors, Intrusive Counseling, Math Course Alignment and Increased Communication with Local High Schools, Self-Placement into Elementary Algebra, and EDGE (a summer bridge and extended student services support program). D. Degree and Certificate Completion American Indian/Alaska Native Students, Black or African American Students, and White Students are the target populations for Degree and Certificate Completion. To bridge the degree and certificate completion gap for the first two groups by 3-4% and to eliminate the gap for the third group, we are proposing the following activities: Professional Development for Math Faculty, and Page 16 of 13

17 Reading Apprenticeship for Math Students and Classes. E. Transfer Hispanic/Latino Students are the target population for Transfer. To increase the transfer rate for this population by 10%, we are proposing the following seven activities: At-Risk Counselor, Retention/Completion Counselor, Stipends for Faculty to Developing Marketing Materials, Tutoring in English and Math for COD Veterans, and STEM support. Resources Resources to implement the Integrated Plan goals and activities include allocated state categorical funding for Basic Skills, SSSP, and Student Equity, general institutional funds, alumni funds, foundation funds, and staff support. Contact Person The contact person for College of the Desert s Student Integrated Plan is Annebelle Nery, Ph.D. Vice President of Student Success College of the Desert anery@collegeofthedesert.edu 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? We would like to see a presentation on best practices from the schools who have observed the most gains either in eliminating disproportionate impact, basic skills completion or participation in SSSP activities. 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 Address Phone Alternate Point of Contact: Name Title Address Phone Page 17 of 13

18 Part III Approval and Signature Page College: District: Board of Trustees Approval Date: We certify the review and approval of the 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 Address Chief Business Officer Date Address Chief Instructional Officer Date Address Chief Student Services Officer Date Address President, Academic Senate Date Address Page 18 of 13