1. Presentation to the Joint IPBT/SSPBT November 22, 2011

2.  Budget cuts and reduced resources will limit our ability to serve all students in the same way  We need to be strategic about who we serve and how we serve them  We need to redesign service interventions to meet the needs of our “core students”  We need to design services based on data and student demand

3.  We identified students as core groups1, 2, 3 based on: ◦ Strategic plan of the college ◦ Our primary mission as a community college; serving students seeking:  Transfer  Basic Skills  Career Technical Education ◦ Students targeted through our outreach; domestic, international

4. Core Group 1  Strategic Planning Targeted Populations: Latino/a, African Ancestry, Filipino/a, Pacific Islander  High need for Basic Skills (no other choice of college available)  AA and/or Transfer Goals  H S grads/GED from feeder high schools  H S grads/GED from Santa Clara County communities with low college-going rates  Non HS grads from Santa Clara County  First in family to attend college  Low-income students (no other choice of college available)  Students enrolled full-time  Students who are committed to De Anza start to finish (matriculated)  Students within their first 120 quarter-equivalent units  International students recruited by FHDA ISP

5. Core Groups 2 and 3  Selected certificate takers (good chance for gainful employment)  Non high school graduates from outside Santa Clara County  Students with 120+ qtr-equivalent units but within 36 units of AA/AS/transfer  Students outside Santa Clara County  Single course takers  Bachelor degree holders  Etc,…

6.  We looked at data of incoming freshmen, summer & fall 2011  3,775 unduplicated first-time student were enrolled  1,652 students met criteria of students identified as core group 1  We further analyzed student characteristics in the core group 1

7.  72% were African American, Latino, Filipino  51% male  35% awarded Pell (financial aid)  82% with AA/AS/Transfer goals  58% placed into pre-collegiate EWRT/READ  65% placed into pre-collegiate math  28% enrolled in pre-collegiate courses in fall  62% reside in the city of San Jose

8.  Biological Sciences  Business Administration  Registered Nurse  Undecided  Law Enforcement  Medical Assisting  Child Development

9.  Assessment ◦ Contacted core students (via email) who hadn’t taken assessment, provided incentive to come in and test  Financial Aid ◦ Contacted core students (via email) who hadn’t completed or started their financial aid application  Others…

10.  Counseling ◦ Interventions for this cohort are still in the works. Counseling 200: Orientation to College is a summer class highly recommended for all incoming students and will serve as the vehicle to develop a counseling cohort model ◦ Counseling Faculty will become the assigned counselors to provide the follow up, counseling, and academic progress checks to counsel and provide feedback to students in these Counseling 200 cohorts

11. We need to redesign policies and tools to successfully move students through the pathways to completion: Step 1 placement tests, fin aid app, admissions app, Getting Started Orientation, Welcome Week participation Step 2 registration in Counseling 200, full ed plan, math/or/English, GE Step 3 major selection/validation, completed math/English GE Step 4 major classes enrolled, TAG, petition for graduation/cert, apply to 4-yr Step 5 transfer, graduate, employment

12.  Share core student data and findings with Instruction  Closer alignment of strategies to serve our core students  Consider core student data and demand in institutional decision-making  Continually improve services, review student success data, and revise strategies for serving students effectively