and you can make that argument to the
chancellor’s office to and we can have other reference group for
but traditionally is the highest performing
group a rate below eighty percent of the reference group
great indicate evidence a disproportionate impact so give you an example but they know
that a lot of words right um let’s say we have one group whose
access rate hike that babies are all hypothetical numbers there accessory to 79.2 percent and we have group C which is the
reference group was an accessory to eighty 6.5 percent that is the highest performing group
group C so they become the reference group really simple you just divide I group eight by group C that gives you a number and that number if it’s below eighty percent noticed I’m sorry but it
wasn’t there’s no disproportionate impact to basically if one rate is within
eighty percent of the highest-performing re Robert so ninety 1.6 you can even grade you can even great
was 91 points is that Justice merrier sane
right now yet the hypotheticals there just give you some some
understanding how the numbers are generated and what’s in the plan that will be great that those groups
that don’t those groups are doing great which probably maybe look you agree bays
doing maybe there’s something in particular is happening with rebate
that may be a best practice that we like to consider applying to other groups who
may not have those same high numbers on but they have another creepy seen same access number figures a where their accessories 58.7 percent
group C is eighty 6.5 percent again is the highest performing group therefore
it’s the reference group we do our math again and this time your
X 67.9 percent we do see disproportionate impact greedy does not have the same accessory as group see and its below that eighty
percent rational so it’s that calculation that that that mean that takes place that is our
indication a disproportionate impact now that doesn’t mean that maybe are
necessarily happy with an 80 6.5 percent rate maybe you want that to be higher
that’s an additional conversation to have so again the data we have been hearing
in the plan is is the starting point for hopefully
some really rich dialogue about b2b reserve our
students when it comes to these indicators so
then this is the actual on be silly City College
data a we can see the the subgroups a along the left-hand column you’ll notice that some subgroups in on
in there on that included in the sliding going veterans and fast you think that’s
because there is no disproportionate impact found for those groups mostly because we don’t have enough data
about them there just weren’t enough for them they
were not present in this home ordered sample sizes too small to we could not make any meaningful
comparisons on but you can see basically if if this
cell is she didn’t pray we cite it was disproportionate impact so
whatever the rate was for that group it was not within eighty percent up the highest-performing
group the RG indicates the reference group you so that is the highest performing group
from obviously for male and female since there are only two categories reference group is the other one and
grey cells indicate a non impacting bruton and then be shaded gray indicate the subgroup not
present cohort in the sample sizes too small and that’s
an important differentiation to make so you can see for example for
african-american black students across the top if we
don’t make that differentiation you can mistake in the same 0 well
they’re doing well in basic skills in ESL in reading writing if we saw that there’s no
disproportionate impact but actually they’re not represented we don’t have an
update on them I’m so again it’s not like that the best
practice we need to look at but action just don’t have enough data Karen domestic a question I am because obviously whenever you’re dealing with
categories students you have variances across the state because we’re
lumping in different types of for example
asian/pacific Islander in in Long Beach we have a large a.m. cambodian not be elation that I soon
would be part of the Asian Filipina Pacific Islander dewey do any additional mom parsing have the data in those a areas where we know we have a
subgroup yes and steamy s an actually a party that
trailer bill is that we do have to plow Pacific Islander students but again because that bill happened arm
later than that template was put up the chancellor’s
office said go with the template just complete the template as the first
step and then we expect as you move forward we will continue to decide to
eat the data and and follow all these other a
requirements that are in that trailer bill we’ll definitely people %uh Pacific
Islander students we’ll definitely pull out cambodians units at that is a large population here and again a
starting point as we have conversations with a with various groups on campus if there
are other subgroups that be feel are meaningful to look at we
absolutely can I’m anything that’s a very important
thing to remember that this is missus soared over a living breathing
project it’s going to be in form is very much in the early stages it’s going to
be informed by additional research my conversations
with students faculty staff administrators who really
these men are spending in the first year on collecting more information
collecting more data and really figuring out who are students
are and what their needs are there impacting their ability to succeed any
other questions on the data her support this time up I’d like to talk to you about the
process ready plan them in the overarching at
legal Long Beach City College is to provide teaching and learning
environment that’s welcoming supportive and
accessible to all participants regardless of ethnicity culture
nationality language disability gender sexual orientation religion and to
ensure that all students have an equal opportunity for academics Long
Beach City College is dedicated to educating a culturally and economically diverse
student population John from our local communities and the
on we’re committed to helping our students achieve their educational
professional and personal goals centrally basic skills education
workforce development training and transfer level education the college
accomplish this accomplishes this threefold mission to
its dedicated teaching innovative programs brought regular
answers is that her responsive to the company need to all he
did the student success in equity subcommittee will create a
venue to discuss student success data desegregated by ethnicity and other
student populations in order to identify barriers related to
equitable outcomes the recommendations as a student equity
play among Beach City College work will provide faculty development
effort on equity mindedness cultural competency and universal design for learning in in an effort to promote epochal at with
people access equitable support and most importantly equitable out I’m I use that were too
many times past seven o’clock an consistent success committee an A student equity
subcommittee will examine the key component of programs that have been
promoted to ensure student success in order to
determine institutional programs that will adopt
key principles from effective programs or initiate similar programs the Student Success committee in a
student equity subcommittee will continue to support the examination expansion up courses and alternatives to meet the needs at
the student populations arced in equity plan has been developed
in conjunction with the wide college wide discussion atlee it equity
plan to curriculum development program improvement budgeting and
planning process have completely missed inequity man has been transparent Inc leach ill a
writing work group was formed to ensure faculty and staff were the primary
creators the content at the scene at the plan the work with
consistent 16 faculty members full and part-time any classified members the reigning
workgroup was supported by the vice president of
student services the vice president at them at the fears and the president of
the Academic Senate writing work group was led by the coaches at the Student
Success committee any associate dean of students
think that them is genetically Equity Plan has been vetted to the
Student Success committee the curriculum maybe and the Academic Senate each of these
peeps have approved the plan I would like to mention again the
process of creating sticky student-athlete plant was wanna
creativity and passion is ur any many left here that maybe had
something to do with writings to net the plan if so could you stand up so we can
acknowledge you please 82 the on thank you I think the proper questions why are you
still here at this meeting thank you hear all
about our lovely plan it’s a good one yes mister is very well
done thank you so thanks for your time and
commitment to live City Colleges efforts but I equitable outcomes for all of us did
thank you thank you now member’s Network questions this time
during as trustees here thank you am so I I’m not going by the report there
wasn’t and given to us I’m not the presentation so I hope you
guys have that so I can map in said am when you say
there was not enough data what is that the minimum that you look
for an and he generally speaking a for the sake love protecting identities the money usually give a sell-side sizeof less
than 20 when you’re talking about is aggregated data when you’re talking
about psych reading it and then looking at certificates arm any cohorts it can become quite easy to identify students are in
general anything below to money we try not to report 10 definitely
because outta 10 if do you got a certificate and their african-american black students it might
be quite eat identify those students but that’s weird have a standard in research okay well yeah I’m referring to the
executive summary on page 9 and when it comes to economically
disadvantaged am students and all the items the better in students are
we saying that it there is not enough data messier its blank an the white or the black because the white black cells are
different I’m not talking about the the white is
the white white cells indicate there’s no
disproportionate impact after there’s no difference the black
cells indicate that either they were too few individuals in the cohort or arm a lot of the chancellor’s office
data does not have some the flag to resemble for foster youth and veterans we try to use publicly available data
whenever possible because that again in the spirit of transparency we don’t like
to use institutional data that cannot be replicated by an outside source so on from the chances of is data mart or date on demand which are both
publicly accessible databases on that’s where the most if the data
come from so unfortunately for something like for foster youth in for veterans now we can’t did chances of is nothing
yet provide those flags I know they are working on
it and eventually hopefully because in this June Equity Plan because of the
trailer bill because of the need to look at these groups they are working on getting that
information in there would not be homeless students I understand we have
quite a number of homeless students in on our campus campuses and in breaks my heart but i just I don’t know
how they’re represented here with the data that
chick bad that hand excellent question and what was really fascinating was only
presented this to ASB that was the type that was like subpopulation the immediately arm assertive went to
you and date they didn’t talk about any
other ones but they did talk about homeless individuals and that was eye opening for a Eva bag
and I he did the presentation so again as as I said earlier this is a
starting point we absolutely will look at other groups that we feel are silly into Long Beach
City College population the homeless population of students is
definitely wanted them it’s a it’s a it’s going to be a
challenge from a data point of view identifying those students absolutely
and again and we have to bring a sample sizes be
because we also you can make you can do to targeted
programs for for ten students on but mAbs a pilot but
we then we want to expand its we won also be mindful assertive bang for our buck right then
the maximum students that we can affect with a plan or program I’m but absolutely
that the population that that arm certainly the students are very
mindful love so we as path as a staff that the administrator
should also be mindful of them okay so I’m and I would I i assume that I was already
included in the economically disadvantaged that is that are you
saying that they’re not because we don’t have the sample size
now economically disadvantaged a when we if we in the few times we did
use internal data were Pell Grant recipients and then if you
look at the chancellor’s office has a its own
definition have I’m economically disadvantaged as June to receive the Board of Governors
waiver or Pell Grant recipients how works for Workforce Investment Act
purchase been or Department of Social Services grant to that had the chances of us to find it
okay and then on the same page am ICE blanks for I see a black a.m. boxes for veterans means he de-
certificates in why is that are most likely the number
veterans in the cohort was too small to be able to you make a meaningful
comparison so if we only have a handful %uh veterans in that cohort then hands we can’t run the analysis because if we if I veterans and all over
them get certificate that’s great but we’re
talking about five people is that really represented representation about
population we really need to get up to 2030 50 100 now we are working on getting our
institutional did you mash with the Bebi chancellor’s office data it’s just
very labor intensive because the chance our office has its own a identification system we have our own and it takes a lot of
work to get that to crosswalk on Eva bagging institutional
effectiveness fabulous Department arm are a working on its and this again that’s why the first year this
project is a lot of research a lotta making trying to find more those
students to make sure cell sizes in our sample
sizes get large enough so we can have as meaningful conversation why I would invite you to work with our
ASB as you have been continue to work with absolutely we have
great representation there and on page 11 and you refer to a direct services to
students yes a we what do you mean by that both
directions so as a stinging from the chances of us
there are very strict guidelines but we can and cannot find um for direct services that’s going to
be really on things like we can provide daycare we can provide a books we can provide transportation but again the underlying
current for all this is the disproportionate impact so it has
to go back to group you were disproportionately impacted now we may have a program that would
give to everybody and and it breezes everybody up which will
help and week also have something that’s very targeted so again in fact must never additional
conversations the have with important groups on campus and students
you to get the information I have what is
preventing you from getting a degree is it because your car broke
down you couldn’t make it to your classes well then let’s work with you on getting
some to help with your transportation on so though those are the kind of direct
services that we can provide usually has to do with books
transportation or child care and is it at no cost or visited what’s when you say we provide
that was that in detail as far as books a
transportation do we just we haven’t set the process out yet as
far as we’re working on that with the student to student success committee is
the committee will be overseeing this this plan on are at but it’s so as far as the process of
applying we don’t have that yet but basically we could in theory say to our students here’s a hundred
dollars or here’s a book voucher I’m not saying
we’re going to do that but its the wait to britain we have a
lot of latitude on as long as it comes back to student
equities so we are looking at the disproportionately impacted group
and the work we do you closes those gaps so in the end that’s
what’s important and I would welcome you to work with a
great foundation and I’m sure you are already incorporate the mad cuz they
have quite a bit have and scholarship set aside am ed the other question I had was them he H 22 just it says that students undertake degrees
students with disabilities had lower rates of attaining in AA or AAA as compared to students
without disabilities this is on the reported it them we were given page 212 yeah oh yes on on the summary yeah death
sorry about that no worries and so well with her letter what are we going to do about
that add to what I plan to it address that am and take care for disabled
students no and this isn’t baseline data that was provided to The student success
committee which will be then shared with Justin equity committee so we don’t know what we’re gonna do yet
that’s going to be in a hand to the faculty and the researchers to go out and find
out really what’s going on because the worst thing we could do is provide services to students based on assumptions so we don’t wanna
based on assumptions wanna be set on research in real data so this first you were going to be doing
a lot of research to find out what is going on because I can just assume 0 you have a disability therefore maybe
I’ll just talk louder to you we can’t do that right we have to find
out really what’s going on and so that’s gonna be the exciting work
with us in equity committee is to go and talk to students and realty
on into the research to find out really what’s going on and really what’s
gonna work so we can spend our money wisely our efforts wisely our
faculty time wisely cell we may not we don’t have the strategy
shit okay great and lastly under am page 41 educator Corey’s yeah you me happy twenty thousand
dollars for supplies and materials a.m. what does that entail and by when
is that going to be allocated so this is a very very very preliminary budget again as China said we are still working on
refining the activities we’re still working on collecting data on this was based on conversations we
had with the writing work group B sat down with them in a that with the other chart is with the
axes where we talked about where where what what funding categories do we
think this would fall into and then this the a steering group would
have got together and put together a very preliminary budget this is just some very very large
buckets of money and we are going to move things around as needed but for supplies materials
that would be things like photocopying we had the training
sessions so we had to make binders for the training session flyers for our reach those kinds of
things so it really hasn’t decided yet but I know we have an annual report that
will be due to the chancellor’s office where if its base anything on like the BSI
report a massive the BSI coordinator we will need to provide some detailed us
really bookkeeping on how we spend the money right I was surprise it seems low per
student support so I would support anything for her purple students if you
bring up that have reported in detail I’m sure gonna
be working on it by the way with BSI the basic skills great thank you emission her questions support this time quick equipment children as Trust ya
know yup I’m so that 1.3 million dollars getting this year is that ongoing money or is this a one time money or how does
it work its 1.3 million million dollars for the next
three years ok every okay so so and then it has to be reauthorized if
we’re gonna continue this yes I me gonna results just 3.9 million total ok you with the if I can just them the the intent here is that initially those
funds are categorical I am the hope is set over the next few
years I’ll be working the legislature with the
governor to ensure that those become part of the
base and an expectation that these this work will continue and be funded
based on each College’s ability to close equity gaps which is why issued board
knows we created the Tom student equity scorecard Tom why you know these plans will continue to
evolve in mirror the metrics that we’ve begun to use and at some point future funding will be
tied to our ability to make those improvements in that’s not a
done deal at this point that’s what we’re hoping they’ll the Legislature will do with this
program expires yes this is an up an evolving issue from the very first
time that we we passed the Aston success act I am the intent has
been to continue to move this forward in into building the capacity to to
actually follow these metrics as karen mentioned the chances of its
data still is not as robust as our own individual
institutional data so all that needs to work be worked out
before the state holds us accountable in in the actual general fund for the
outcomes that they’re trying to get it through these programs and it your
understanding that the intention is eventually sure give partial out this
money based on the success the plans on an institutional basis yes and to to this certain extent that
that’s what’s happening now the scatter broke off runs I mean that the legislature apartment to
finance the various branches allege the balance of his are going to be looking specifically at
did our community colleges use this money to make improvements in these equity gaps in so future
funding will be looked at in that light so what
Mecca isms are put in place to ensure or to hold us accountable we’re not sure
yet but we’re beyond on the point of return now
so this will continue what it looks like
exactly with the mechanisms are is still under
from consideration if I’m and in that the educational gaps but also in serving
those specific populations that are there were identified in that
legislative bill cell surveen veteran students serving foster youth mmm which are at the top I
is really critical so if we have I internal data or if we have regional
data that we can utilize for boss to use youth and for veterans I
think it’s important for us to look at that because we need to provide the
services II I do wanna command you on the on your approach and the fact that you
are you seen the first year to do exploration into drill-down on
that desegregated data and I’m really encourage and I Institutional Research Office desegregated data particularly for the
Asian population because we know that Pacific
Islanders Cambodian students do not do s well yes other Asian group and it’s important that Dec
designate services but again doing on that the additional research to
determine what is the best approach and and how do
we correct the problem rather than just II right away creating pro developing
programs that we think going to fix the problem I think
that your approach is really a fine in cell I commend you on I’m doing it
that way good job thank you President Calderon remembers it something related as again think the
question on the funding the funding will change each year just
because the allocation method the chancellor’s office uses so we may not get the exact amount every
single year 40 percent in the allocation is based on
the FTS that the college generates and then the other sixty percent is based
upon the students that we serve so depending
upon our student population and how many ft yes we serve in any given year our
allocation is going to fluctuate from year to year so we can guarantee
that really get 1.3 million obviously that’s also depended upon the
state budget if they continue to provide the seventy million dollar statewide so so is it a up to 1.3 million or is it the 1.3 million is what we
received for the current fiscal year so that’s what we have available to
spend in the 14-15 fiscal year we won’t know how much we’re going to
receive in 1516 fiscal year probably until June her to live next year and you’re seeing
is a functional ft yes a portion of it as such okay i sees in to the finding that we received was
based on Hama what was the data for that that current
19,000 FTS well with the rate that was used to secure the 1.3
million you know I believe they use the 13 14 p to information for the allocation early
you’re shaking your head yes is that your understanding as well as a 13-14 p2 her other questions thank you this year’s motion a sec on the floor
I’m secretary plays her role on I’d 9.1 stood the plan president Cal hi vice president Otto I member Archuleta I member Baxter I member zia I academic affairs thank you very much and thank you very much and .1 is a
structural apartment highlights to send information I know vice president long is not here his own when you do this one
yes I so I to a instructional Department
highlight I’d like to turn it over to on our academic senate President to
introduce are in structural department I like
alright again thank you am on behalf have doctor long who has been
highlighting different departments at each meeting
I’m pleased to be able to and bring to you the highlight at their
learning and academic resources or are lar Department the
staff and faculty are continuing a collaborative work with am programs and departments across
campus in addition to marketing their services to students across campus this past summer the Department
collaborated with the library counseling and reading on a successful
Summer Bridge Program for incoming freshman student