ࡱ>  fbjbj hh BBBBBVVVV2V2NGT2222222$57`729Bi"72BBp2.BB22r'Te( q7: '1202'z88e(e(T8B0D727228 : FOOTHILL COLLEGESTUDENT EQUITYFUNDING REQUEST  REQUESTOR(S):  FORMTEXT Elaine KuoDATE SUBMITTED:  FORMTEXT 10/31/2016FUNDING YEAR:  FORMTEXT 16-17DIVISION:  FORMTEXT Equity OfficeDIVISION DEAN:  FORMTEXT Elaine Kuo REQUESTED AMOUNT FROM STUDENT EQUITY:  FORMTEXT $50,000 est. ARE YOU REQUESTING FUNDING FROM OTHER SOURCES?  FORMCHECKBOX  YES  FORMCHECKBOX  NOIF YES, PLEASE SPECIFY:  FORMTEXT       # OF STUDENTS SERVED:  FORMTEXT 400 (duplicated)# OF FACULTY AND/OR STAFF SERVED:  FORMTEXT   Please provide a summary of the request and details on how this activity will directly serve the College s Student Equity goals. Be sure to include a description of which disproportionately impacted student groups this activity addresses, which specific student success indicators it supports, how this request addresses those groups and indicator(s). FORMTEXT The book voucher initiative seeks to support educationally disadvantaged students and/or those with financial need by assisting with the cost of textbooks. Students identified for this program will more likely be low income, African American, Latino and Filipino/Pacific Islander groups that were identified as disproportionately impacted in their course success outcome rates (earning grades A, B, C, P).The focus of this effort will concentrate on basic skills, especially ENGL 209 and MATH 220 whose course success demonstrate roughly a six to eight percentage point gap between the disproportionately impacted and not disproportionately impacted student groups. Please indicate the criteria used to select the students and/or faculty/staff participating in this activity. FORMTEXT 1) (Self) identified low income and/or financial need (e.g. EFC $2500) 2) Must be enrolled in Winter 2017 at 17Թ 3) Must be enrolled in ENGL 209 and/or MATH 220 What outcomes are you predicting for this activity (or for those who participate) and what metric(s) will be used to evaluate if the activity is supporting increased outcomes for those students on the indicators (as described above)? FORMTEXT By removing some of the financial barriers for students, it is anticipated that course success may occur at a higher rate than the overall course and college rates. Successful completion of courses would be the primary metric used to evaluate the book voucher program. Additionally, tracking of these students along the ENGL and MATH pathways could help explore how book vouchers may facilitate long-term outcomes (from basic skills to transfer-level course completion). Please cite any research or evidence relevant to your proposal. FORMTEXT The Opening Doors program, as it was launched in Kingsborough Community College in Brooklyn, NY, includes a textbook voucher as part of its learning community for incoming first year new students. Along with other services and support infrastructure, there appeared to be an initial boost for participating students as they appeared to pass more courses and earned more credits than non-program students in their initial terms at the college. (Scrivener, S. and Coghlan, E. (March 2011). "Opening Doors to Student Success," MDRC. New York, NY. http://www.mdrc.org/sites/default/files/policybrief_27.pdf) Please describe plans for sustaining the activity (if possible) without Student Equity funding. FORMTEXT The decision to continue this program will be ongoing as the goal is to move away from direct service and provide access to course materials through a more targeted, consistent, measureable manner.The evolution of the book voucher program for Winter 2017 attempts to focus at the course level and students will only be able to redeem the vouchers for ENGL 209 and/or MATH 220. Priority will be placed on addressing those who are financially needy (self-identified and verified). Please provide a breakdown of expenses, a timeline for implementation and a schedule of planned activities. FORMTEXT Proposal for funds to be expended in Winter 2017 (no rollover). Coordination will occur between the equity office, bookstore, early alert, EOPS, financial aid, marketing and the office of instruction. Should proposal be approved, students will be contacted (via email) regarding the availability of funds. Appropriate deans will be contacted (CNSL, LA, PSME) and asked to notify their faculty, specifically those who will be teaching ENGL 209 or MATH 220. A deadline date for use of the book voucher by students will be identified. Per the State Chancellor's Office, 17Թϒs Student Equity Plan is comprised of five focus areas (Access, Course Completion, ESL and Basic Skills Completion, Degree and Certificate Completion, and Transfer). The College then identifies disproportionately impacted students groups and associated activities for each focus area. Each request must support increased outcomes for the associated students groups via one (or more) of the activities detailed in the Student Equity Plan. Using the check boxes below, indicate the student group(s) and the associated Equity Plan activities the request supports. NOTE: You cannot mix and match groups and activities across factors. ACCESS Target Populations + Current Gap  FORMCHECKBOX  Asian Indian (-4%)  FORMCHECKBOX  Veterans (-4%)  FORMCHECKBOX  Vietnamese (-3%) Associated Activities  FORMCHECKBOX  A.1 Marketing and Outreach to Recruit Students from Underrepresented Student Groups COURSE COMPLETION Target Populations + Current Gap  FORMCHECKBOX  African American (-15%)  FORMCHECKBOX  Low Income (-10%)  FORMCHECKBOX  Latino (-7%) Associated Activities  FORMCHECKBOX  B.1 Develop and Implement a Mentoring Program  FORMCHECKBOX  B.2 Professional Development to Assist Faculty and Staff with Identifying and Implementing Strategies to Increase Success of Disproportionately Impacted Students  FORMCHECKBOX  B.3 Support 3SP Early Alert Activities  FORMCHECKBOX  B.4 Plan for the Expansion of First Year Experience  FORMCHECKBOX  B.5 Provide Equity Research  FORMCHECKBOX  B.6 Develop Online Access to Data about Subpopulations of Students  FORMCHECKBOX  B.7 Reduce Financial Barriers to Course Success for Low Income Students ESL & BASIC SKILLS COMPLETION ESL: Target Populations + Current Gap  FORMCHECKBOX  Native Hawaiian or other Pacific Islander (-23%)  FORMCHECKBOX  Females (-3%)  FORMCHECKBOX  Latino (-7%) ENGLISH: Target Populations + Current Gap  FORMCHECKBOX  African American (-19%)  FORMCHECKBOX  Low Income (-7%)  FORMCHECKBOX  Filipino and Pacific Islander (-13%) MATH: Target Populations + Current Gap  FORMCHECKBOX  African American (-23%)  FORMCHECKBOX  Low Income (-6%)  FORMCHECKBOX  Latino (-6%) Associated Activities  FORMCHECKBOX  C.1 - Pilot Multiple Measures of Assessment DEGREE AND CERTIFICATE COMPLETION Target Populations + Current Gap  FORMCHECKBOX  African American (-26%)  FORMCHECKBOX  Latino (-17%)  FORMCHECKBOX  Low Income (-12%) Associated Activities  FORMCHECKBOX  D.1 Use Student Educational Plan Data to Project Student Needs TRANSFER Target Populations + Current Gap  FORMCHECKBOX  African American (-15%)  FORMCHECKBOX  Latino (-16%)  FORMCHECKBOX  Low Income (-10%) Associated Activities  FORMCHECKBOX  E.1 Facilitate the Assessment of ADT Learning Outcomes for Disproportionate Impact INSTRUCTIONS FOR SUBMISSION Please submit your completed request via email to the Student Equity Workgroup Tri-Chairs: Paul Starer ( HYPERLINK "mailto:starerpaul@fhda.edu" starerpaul@fhda.edu) Hilda Fernandez ( HYPERLINK "mailto:fernandezhilda@fhda.edu" fernandezhilda@fhda.edu) Roberto Sias ( HYPERLINK "mailto:siasroberto@fhda.edu" siasroberto@fhda.edu) FOR ADDITIONAL INFORMATION, PLEASE REFERENCE THE FOLLOWING LINKS 17Թ Student Equity:  HYPERLINK "http://www.foothill.edu/president/equity.php" http://www.foothill.edu/president/equity.php Student Equity Expenditure Guidelines:  HYPERLINK "http://extranet.cccco.edu/Portals/1/SSSP/StudentEquity/Student_Equity_Expenditure_Guidelines_2015-16_Final.pdf" http://ext"345BCDNOPZ[\ȳاpaKp:p) hzhe CJOJQJ^JaJ!h~DCJOJQJ^JmHnHu+jhzhzCJOJQJU^JhzhzCJOJQJ^J%jhzhzCJOJQJU^J#h QKhQv}5CJOJQJ^JaJ#h QKhe 5CJOJQJ^JaJh98CJOJQJaJ(h QKh5B*CJOJQJaJphh QKh5CJOJQJaJh QKhCJOJQJaJ0jh QKhCJOJQJUaJmHnHu"3$ $Ifa$gd QKl  $Ifgd QKl 345\F=& $Ifgd~Dl  gde kd$$Ifl\F*  t0644 lap(yt QK\]w` $Ifgd~Dl  $IfgdePVl qkdJ$$Ifl*+ t0644 lap yt QK\]lmnxyzͺͺn]ͺG]+jJh QKhQv}CJOJQJU^J!h~DCJOJQJ^JmHnHu+jEh QKhQv}CJOJQJU^J!hePVCJOJQJ^JmHnHu+jh QKhQv}CJOJQJU^Jh QKhQv}CJOJQJ^J%jh QKhQv}CJOJQJU^J#h QKhQv}5CJOJQJ^JaJ#h QKhe 5CJOJQJ^JaJh QKhe CJOJQJaJv__ $Ifgd~Dl kd$$Ifl0* t0644 lapyt QK   * ȹȒtdWdF9h QKhQv}CJOJQJ!jh QKhQv}CJOJQJUh5CJOJQJaJh QKhQv}5CJOJQJaJhhe CJOJQJaJh QKhe CJOJQJaJ!h~DCJOJQJ^JmHnHu+jh QKhQv}CJOJQJU^Jh QKhQv}CJOJQJ^J%jh QKhQv}CJOJQJU^J#h QKhQv}5CJOJQJ^JaJ#h QKhe 5CJOJQJ^JaJ: vmV $Ifgd~Dl  gde kd2$$Ifl0* t0644 lapyt QK* + , 3 8 9 ; 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