1. Integrated Planning Fall 2017
BSI-Equity-SSSP
Integrated Planning
Fall 2017

2. BSI Goals and Outcomes

3. BSI Goal A:
Success for developmental education at COA will increase and be evident due to:
Completed
Metric of success
Evidence of success
developmental education becoming a clearly stated institutional priority with a dedicated mission statement.
Professional Development opportunities for faculty
COA developmental education program will be adequately funded and
Funded Learning Communities Coordinator
staffed with dedicated developmental education faculty, and
Dedicated Learning Communities Counselor
managed by a dedicated lead faculty or staff member.
Increased Student Success Scorecard data for remedial Math and English

4. BSI Goal B:
To ensure the on-going success of developmental education, components of our program will include:
Completed
Metric of success
Evidence of success
assessment, placement, comprehensive orientation, and mentoring.
Implementation of MMAP and assessment test writing sample
Student Services and the Office of Instruction, faculty (counselors and instructors) will continue to have a seamless union.
Learning Communities Counselor and Coordinator
Sufficient support services will promote student advancement. 
Implementation of Online Tutorial Service
Increased tutors for math, English, and ESL disciplines
Increased digital library resources available to student 24/7

5. BSI Goal C: Completed Metric of success Evidence of success
COA will continue to develop integrated, effective curricula and practices embedded with sound principles of learning.
BSSOT curriculum efforts
CAP acceleration efforts
Learning Communities
COA will provide a campus environment that encourages success.
CCSSE 2017 (survey)
Our support will include a practice of:
monitoring students’ progress
a comprehensive academic support center, and most importantly,
a program that addresses the holistic development of the student.

6. Basic Skills Placements & Success

7. COA “home campus” placements taken at other campuses
Math : 14% Math : 18% English : 17% English : 17%

8. Math Placements: first-time students
Total
MATH201
131
107
MATH202 4 13
MATH203
105 86
MATH206 1 21
MATH250 81 66
MATH253 58 53

9. Math Basic Skills – through put Spring 2015-Spring 2017
Three Levels Below Transfer
Two Levels Below Transfer
One Level Below Transfer
Transferable
College Name
Basic Skills Subject
Students
Attempts
Success
Alameda
Mathematics
111
121 63 51 58 28 32 35 25 10 11 7

10. English Placements: first-time students
Total
ENGL201A
104
110
ENGL201B 21 19
ENGL269A 95 78
ENGL269B 6

11. English Basic Skills – through put Spring 2015-Spring 2017
Four Levels Below Transfer
Three Levels Below Transfer
One Level Below Transfer
Transferable
College Name
Basic Skills Subject
Students
Attempts
Success
Alameda
English - Writing 63 69 28 10 12 7 19 6 2 5 1

12. Equity Plan: Goals and Outcomes

13. Equity Plan: Access Goal
Goals
Student Groups
Activities
Evidence of success
Decrease under-representation
Males, Veterans, Students with Disabilities, Foster Youth
Targeted Pre-Enrollment Equity Strategies
Open Gate for Ex-Offenders and Foster Youth
Brotherhood Program for Men of Color
IntelliResponse:24/7/365 Online Responsiveness
Student Accessibility Manager (MIS System)
DSPS Center Renovation
Open COA Veterans Resource Center 1. 2.
3. PASS Proposal Year-end Report
4. N/A: Did not implement 5. 6.
7. Grand Opening 11/2015

14. Equity Plan: Course Completion Goal
Goals
Student Groups
Activities
Evidence of success
Improve Course Completion Outcomes
African Americans, American Indians, Alaskan Natives, Low Income, Foster Youth
Brotherhood Tutoring
Equity Service Integration with Existing Categorical Programs
Leverage CAFYES to Increase Services to Foster Youth
1. PASS proposal year-end report 2. 3.

21. Equity Plan: Basic Skills English Goal
Goals
Student Groups
Activities
Evidence of success
Strengthen Capacity to Advance Students Past Gatekeeper Courses
American Indians – Alaskan Natives, African Americans, Students with Disabilities
Restructure Learning Communities. Add individual coordination for each Learning Community v one coordinator for all Learning Committees
Replicate “Math Jam” to improve preparation for math Placement and improve course success in Math
Participate in the Multiple Measures Pilot project with Peralta Colleges and statewide initiative
Provide Professional Development – (5 faculty : 2 students) National Conference on Race and Ethnicity in Higher Education, Advancing Success for college Men of Color, Museum of Tolerance, AB-540, DACA 1. 2.
3. In process (pilot Spring 2016 start. Full implementation as of Fall 2016) 4.

22. Remedial English
Cohort Size
Cohort Rate
All
513
30.2%
533
31.0%
493
25.6%
658
25.8%
666
32.1%
Female
279
33.7%
278
29.5%
227
27.3%
326
26.4%
332
Male
234
26.1%
255
32.5%
237
23.2%
298
25.5%
290
35.5%
< 20 years old
293
36.2%
302
36.8%
261
26.8%
322
35.7%
329
41.0%
20 to 24 years old
119
23.5%
101
19.8%
126
25.4%
177
13.6%
201
25 to 39 years old 65
27.7% 90
33.3% 75
24.0%
105
19.0% 93
20.4%
40+ years old 36
8.3% 40
10.0% 31
19.4% 54 43
20.9%
African American
151
16.6%
199
19.6%
179
15.6%
193
11.9%
257
20.2%
American Indian/Alaska Native
Suppressed
0.0%
Asian
183
49.2%
148
48.6%
112
43.8%
102
42.2%
131
59.5%
Filipino
12.9% 25
36.0% 32
25.0% 10
40.0% 29
37.9%
Hispanic 69
21.7% 62
27.4% 58
15.5% 59
23.7%
124
30.6%
Pacific Islander
42.9%
22.2%
N/A
White 41
29.3% 45
20.0% 42
26.2%
12.5%
46.9%

23. Six-year cohort ending in 2016-17

25. Six-year cohort ending in 2015-16

26. Six-year cohort ending in 2016-2017

27. Equity Plan: Basic Skills Math Goal
Goals
Student Groups
Activities
Evidence of success
Strengthen Capacity to Advance Students Past Gatekeeper Courses
African Americans, American Indians – Alaskan Natives, Pacific Islanders, Foster Youth
Restructure Learning Communities. Add individual coordination for each Learning Community v one coordinator for all Learning Committees
Replicate “Math Jam” to improve preparation for math Placement and improve course success in Math
Participate in the Multiple Measures Pilot project with Peralta Colleges and statewide initiative
Provide Professional Development – (5 faculty : 2 students) National Conference on Race and Ethnicity in Higher Education, Advancing Success for college Men of Color, Museum of Tolerance, AB-540, DACA 1.
2. In process (first cohort 1/2017)
3. In process (pilot Spring 2016 start. Full implementation as of Fall 2016) 4.

28. Equity Plan: Basic Skills ESL Goal
Goals
Student Groups
Activities
Evidence of success
Strengthen Capacity to Advance Students Past Gatekeeper Courses
Hispanics
Restructure Learning Communities. Add individual coordination for each Learning Community v one coordinator for all Learning Committees
Replicate “Math Jam” to improve preparation for math Placement and improve course success in Math
Participate in the Multiple Measures Pilot project with Peralta Colleges and statewide initiative
Provide Professional Development – (5 faculty : 2 students) National Conference on Race and Ethnicity in Higher Education, Advancing Success for college Men of Color, Museum of Tolerance, AB-540, DACA 1. 2. 3. 4.

29. Equity Plan: Degree and Certificate Completion Goal
Goals
Student Groups
Activities
Evidence of success
Increase credential attainment
Foster Youth, Hispanics, Pacific Islanders, African Americans, Males
Use an information Literacy Framework to embed a librarian in gatekeeper courses to improved students’ information competencies.
Implement equity focused coordination & support for the Alameda Transportation & Logistics Academic Support Cert. Program (leverage WIA One Stop on campus)
Career Development: InterviewStream (online Interview prep)
1. Offered program FY and FY 2.
3. Purchased service

30. Foster Youth Degree & Certificate Attainment

31. Degree & Certificate Attainment
Latino
Degree & Certificate Attainment

32. Pacific Islander Degree & Certificate Attainment

33. African American Degree & Certificate Attainment

34. Degree & Certificate Attainment
Males
Degree & Certificate Attainment

35. Equity Plan: Transfer Goal
Goals
Student Groups
Activities
Evidence of success
Improve Transfer rates
African Americans, Hispanics, Filipinos, Students with Disabilities
Diversify STEM Pathways – MESA Equity
Transfer Academy
Grow Early college (ASTI at COA ranked the #8 High School in CA)
Pathways to Law School
Tour of Historically Black Colleges and Universities 1. 2. 3. 4.
5. Student tours offered in 2015 and 2016

36. ASTI SPX enrollment in COA over time

37. ASTI Course taking
49% of ASTI enrollments in Peralta College courses were at COA
41% were at Laney, with small numbers (6%) at Merritt and (5%) at BCC
40% of Laney enrollments are Math lecture courses - primarily in Math (3A and 3B).  15% of Laney enrollment is in Chem  - most of which is for Chem 30A.  11% is in Music 15B but that's all online!, English (1A and 1B) and Biology (all) - see chart
Merritt enrollments were primarily in CIS 205 (all online) and English (1A and 1B, 5) - 84% if enrollments at Merritt were DE
BCC enrollments were primarily in English, and then a random distribution of other courses - 93% of these enrollments were DE
37% of all enrollments were in Distance Ed Courses.  56% of DE enrollment were with COA; 19% with Laney; 13% with Merritt and 12% with BCC
Only 17% of Laney enrollments were in DE courses, suggesting that ASTI students are GOING to Laney, except for Music 15B which they took online

38. Equity Plan: College-wide Goal
Goals
Student Groups
Activities
Evidence of success
Create a culture of inquiry and inclusive excellence
All students
College of Alameda Promise
18% of a College Based Researcher
Equity Liaison to Campus life & Student Activities
Bookstore Renovation (eliminate clerk service)
Advocate System
Financial Capability Center
Collateral Materials, Supplies
PCCD Equity Coordination C-YES
PCCD Umoja
1. Launch Promise Program in 2017; XX Student in Fall 2017
2. Hired
3. Hired
4. Remodel completed 2016
5. N/A Did not Implement 6. 7. 8. 9.

39. SSSP Goals and Outcomes
Fall 2014 – Spring 2017
Source: SARS

40. SSSP Goal: Improve Student Ed. Planning (SEPs)

41. SSSP Goal: Improve Student Ed. Planning (SEPs)

42. SSSP Goal: Improve Student Ed. Planning (SEPs)

43. SSSP Goal: Improve Student Ed. Planning (SEPs)

44. SSSP Goal: Improve Student Ed. Planning (SEPs)

45. SSSP Goal: Improve Student Ed. Planning (SEPs)

46. SSSP Goal: Improve Orientation

47. SSSP Goal: Improve Orientation

48. SSSP Goal: Improve Orientation

49. SSSP Goal: Improve Orientation

50. SSSP Goal: Improve Orientation

51. SSSP Goal: Improve Orientation

52. SSSP Goal: Improve Assessment for Placement

53. SSSP Goal: Improve Assessment for Placement

54. SSSP Goal: Improve Assessment for Placement
HSMMCOA: 19

55. SSSP Goal: Improve Assessment for Placement

56. SSSP Goal: Improve Assessment for Placement

57. SSSP Goal: Improve Assessment for Placement

58. High School Multiple Measures (HSMMCOA)
Note: Summer 2016 data (36) added to Fall 2016)

59. SSSP Goal: Improve Counseling & Advising

60. SSSP Goal: Improve Counseling & Advising

61. SSSP Goal: Improve Counseling & Advising

62. SSSP Goal: Improve Counseling & Advising

63. SSSP Goal: Improve Counseling & Advising

64. SSSP Goal: Improve Counseling & Advising

65. SSSP Goal: Improve Follow-up for At-Risk Students
Source: SARS. Counts of students (distinct) as a percentage of all students served

66. SSSP Goal: Improve Follow-up for At-Risk Students
Source: SARS. Counts of students (distinct) as a percentage of all students served

67. SSSP Goal: Improve Follow-up for At-Risk Students
Source: SARS. Counts of students (distinct) as a percentage of all students served

68. SSSP Goal: Improve Follow-up for At-Risk Students
Source: SARS. Counts of students (distinct) as a percentage of all students served

69. SSSP Goal: Improve Follow-up for At-Risk Students
Source: SARS. Counts of students (distinct) as a percentage of all students served

70. SSSP Goal: Improve Follow-up for At-Risk Students
Source: SARS. Counts of students (distinct) as a percentage of all students served

71. ENGLISH Student Placement Phone Survey Results
MMAP/CAP Evaluation - ENGLISH Placement Fall 2017
September 12th 2017, 4:04 pm MDT

72. English placement survey response rate
Fall 2017, survey questions texted to 267 first-time students enrolled in :  ENGL 201, 269, 1A
88 students responded
Response rate: 31%

73. Q1 - Hello! Your College of Alameda instructors would like to ask you 2-3 quick questions about your English class this semester. Would you say your English class is:

74. Q1 - Hello! Your College of Alameda instructors would like to ask you 2-3 quick questions about your English class this semester. Would you say your English class is: #
Answer %
Count 1
Just the right level of difficulty
71.59% 63 2
A bit too difficult given my level of preparation
6.82% 6 3
A bit too easy
14.77% 13 4
Much too difficult given my level of preparation
4.55% 5
Much too easy
2.27%
Total
100% 88

75. Q2 - How were you placed in your English class?

76. Q2 - How were you placed in your English class?#
Answer %
Count 1
A counselor reviewed my high school grades (transcript)
35.71% 30 2
I took an assessment test
41.67% 35 3
I took an assessment test AND a counselor reviewed my high school grades (transcript)
19.05% 16 4
I don't know
3.57%
Total
100% 84

77. Q3 - When you took the English assessment test, would you say the Writing Sample portion of the test was:

78. Q3 - When you took the English assessment test, would you say the Writing Sample portion of the test was: #
Answer %
Count 1
Just right - it allowed me to show my current writing ability
62.50% 30 2
A bit too difficult - it did not allow me to accurately show how well I write
20.83% 10 3
A bit too easy
12.50% 6 4
Much too difficult
4.17% 5
Much too easy
0.00%
Total
100% 48

79. MATH student placement phone survey results
MMAP/CAP Evaluation - MATH Placement Fall 2017
September 12th 2017, 4:05 pm MDT

80. Math placement survey response rate
Fall 2017, survey questions texted to 298 first-time students enrolled in math 250, 253, 201, 206, 203, 202, 13, 50, 1, 213.
101 responded
Response rate: 34%

81. Q1 - Hello! Your College of Alameda instructors would like to ask you 2 quick questions about your MATH class this semester. Would you say your class is:

82. Q1 - Hello! Your College of Alameda instructors would like to ask you 2 quick questions about your MATH class this semester. Would you say your class is: #
Answer %
Count 1
Just the right level of difficulty
55.45% 56 2
A bit too difficult given my level of preparation
16.83% 17 3
A bit too easy
18.81% 19 4
Much too difficult given my level of preparation
0.00% 5
Much too easy
8.91% 9
Total
100%
101

83. Q2 - How were you placed into your MATH class?

84. Q2 - How were you placed into your MATH class?#
Answer %
Count 1
A counselor reviewed my high school grades (transcript)
35.63% 31 2
I took an assessment test
36.78% 32 3
I took an assessment test AND a counselor reviewed my high school grades (transcript)
17.24% 15 4
I don't know
10.34% 9
Total
100% 87