Title V Grant Program

1.1a Leverage evidence-based Emporium Model to complete pedagogical development of Math X modules

1.1b Support STEM faculty to collaboratively improve learning supports in basic Math and STEM pre-requisite courses

1.1c Engage instructional and non-instructional faculty in training to serve Hispanic and high-need students

1.1d Provide faculty training in Emporium Model curriculum development using identified research. Deliver enhanced Math courses.

2.1a Partner with middle and high schools to implement STEM student college readiness initiatives for 50 students and families

2.1d Coordinate and provide admissions, financial, counseling services to incoming Hispanic high school and college students

2.2a Create a cohort of up to 25 Hispanic STEM students to provide comprehensive student services and academic support to help with Math success rates

2.2b Create cohort of Hispanic high school and college students and prepare them for assessment tests through a designated STEM tutor

2.2c Provide comprehensive student services and academic support services to support Hispanic students in Math courses

2.3a Actively recruit Hispanic students interested in STEM fields, and mentor (or work) with them to provide information about the STEM profession and to declare a STEM major

2.3b Provide direct and intentional academic, transfer, career counseling, and workforce placement services

2.3c Leverage academic and industry workgroup (e.g., Tri-Valley Education Consortium) to provide professional mentoring to Hispanic cohorts

2.3d Work with local workforce investment board to strengthen STEM career pathways

1.1a Leverage evidence-based Emporium Model to complete pedagogical development of Math X modules

1.1b Support STEM faculty to collaboratively improve learning supports in basic Math and STEM pre-requisite courses

1.1cEngage instructional and non- instructional faculty in training to serve Hispanic and high-need students

1.1d Provide faculty training in Emporium Model curriculum development using identified research. Deliver enhanced Math courses

1.1e Faculty members are trained in the STEM Reading Apprenticeship through 3CSN (California Community Colleges Success Network); this will include training on meta-cognitive teaching routines that can be used daily in the classroom

1.1f Faculty members are trained in the "Cultivating Growth Mindset" training through 3CSN; this will include training on how, as a faculty member and not a counselor, to foster growth mindset in students on a daily basis in the classroom

1.2a Leverage research on how the Emporium Model is a highly effective mode for offering basic skill and transfer level classes and redesign the Math X mode to fit the Emporium Model. All three basic skill math courses will be offered in this mode: Math 107 (remedial), Math 65 (pre-algebra), and Math 55 (intermediate algebra)

1.2b Redesign the curriculum in the pre-STEM courses, such as Math 38, Trigonometry with Geometry; and Math 20, Pre-Calculus; with the focus on the redesign to make these courses more streamlined in units

2.1a Partner with middle and high schools to implement STEM student college readiness initiatives for 50 students and families

2.1b Leverage Math 200 classes to improve assessment, preparation, placement, success, and matriculation of Hispanic students in proper level Math courses

2.1c Coordinate enrollment of 12 Hispanic high school students in concurrent or dual enrollment classes

2.1d Coordinate and provide admissions, financial, counseling services to incoming Hispanic high school and college students

2.2a Create a cohort of up to 25 Hispanic STEM students to provide comprehensive student services and academic support to help with Math success rates

2.2b Create cohort of Hispanic high school and college students and prepare them for assessment tests through a designated STEM tutor

2.2c Provide comprehensive student services and academic support services to support Hispanic students in math courses

2.2d Design an enhanced student success pilot incorporating both academic and student services

2.3a Actively recruit Hispanic students interested in STEM fields, and mentor (or work) with them to provide information about the STEM profession and to declare a STEM major

2.3b Provide direct and intentional academic, transfer, career counseling, and workforce placement services

2.3c Leverage academic and industry workgroup (e.g., Tri-Valley Education Consortium) to provide professional mentoring to Hispanic cohorts

2.3d Work with local workforce investment board to strengthen STEM career pathways

3.1a Appoint workgroup of campus leadership to identify priority programs for enhanced curriculum, professional development

1.1c Engage instructional and non- instructional faculty in training to serve Hispanic and high-need students

1.1d Provide faculty training in Emporium Model curriculum development using identified research. Deliver enhanced Math courses

1.2a Leverage research on how the Emporium Model is a highly effective mode for offering basic skill and transfer level classes and redesign the Math X mode to fit the Emporium Model. All three basic skill math courses will be offered in this mode: Math 107 (remedial), Math 65 (pre-algebra), and Math 55 (intermediate algebra)

1.2c Use evidence-based research to offer the pre-STEM courses, such as Math 38 and Math 20 in a compressed mode, allowing students to save time completing their STEM pathway

1.2d Crosswalk secondary and postsecondary common core and student learning outcomes (SLOs)

2.1a Partner with middle and high schools to implement STEM student college readiness initiatives for 50 students and families

2.1b Leverage Math 200 classes to improve assessment, preparation, placement, success, and matriculation of Hispanic students in proper level Math courses

2.1c Coordinate enrollment of 12 Hispanic high school students in concurrent or dual enrollment classes

2.1d Coordinate and provide admissions, financial, counseling services to incoming Hispanic high school and college students

2.2a Create a cohort of up to 25 Hispanic STEM students to provide comprehensive student services and academic support to help with Math success rates

2.2b Create cohort of Hispanic high school and college students and prepare them for assessment tests through a designated STEM tutor

2.2c Provide comprehensive student services and academic support services to support Hispanic students in math courses

2.2d Design an enhanced student success pilot incorporating both academic and student services

2.3a Actively recruit Hispanic students interested in STEM fields, and mentor (or work) with them to provide information about the STEM profession and to declare a STEM major

2.3b Provide direct and intentional academic, transfer, career counseling, and workforce placement services

2.3c Leverage academic and industry workgroup (e.g., Tri-Valley Education Consortium) to provide professional mentoring to Hispanic cohorts

2.3d Work with local workforce investment board to strengthen STEM career pathways

3.1a Appoint workgroup of campus leadership to identify priority programs for enhanced curriculum, professional development

1.1d Provide faculty training in Emporium Model curriculum development using identified research. Deliver enhanced Math courses.

1.2a Leverage research on how the Emporium Model is a highly effective mode for offering basic skill and transfer level classes and redesign the Math X mode to fit the Emporium Model. All three basic skill math courses will be offered in this mode: Math 107 (remedial), Math 65 (pre-algebra), and Math 55 (intermediate algebra)

1.2c Use evidence-based research to offer the pre-STEM courses, such as Math 38 and Math 20 in a compressed mode, allowing students to save time completing their STEM pathway

1.2d Crosswalk secondary and postsecondary common core and student learning outcomes (SLOs)

2.1a Partner with middle and high schools to implement STEM student college readiness initiatives for 50 students and families

2.1b Leverage Math Jam assets to improve assessment, preparation, placement, success and matriculation of Hispanic students in proper level Math courses

2.1c Coordinate enrollment of 12 Hispanic high school students in concurrent or dual enrollment classes

2.1d Coordinate and provide admissions, financial, counseling services to incoming Hispanic high school and college students

2.2a Create a cohort of up to 25 Hispanic STEM students to provide comprehensive student services and academic support to help with Math success rates

2.2b Create cohort of Hispanic high school and college students and prepare them for assessment tests through a designated STEM tutor

2.2c Provide comprehensive student services and academic support services to support Hispanic students in Math courses

2.2d Design an enhanced student success pilot incorporating both academic and student services safety net (loss prevention and student momentum strategies) that will support improved persistence and retention of student cohort

2.3a Actively recruit Hispanic student interested in STEM fields, and mentor (or work) with them to provide information about the STEM profession and to declare a STEM major

2.3b Provide direct and intentional academic, transfer, career counseling, and workforce placement services

2.3c Leverage academic and industry workgroup (e.g., Tri-Valley Education Consortium) to provide professional mentoring to Hispanic cohorts

2.3d Work with four year colleges to strengthen STEM career pathways

3.1a Appoint workgroup of campus leadership to identify priority programs for enhanced curriculum, professional development

1.1d Provide faculty training in Emporium Model curriculum development using identified research. Deliver enhanced Math courses.

1.2a Leverage research on how the Emporium Model is a highly effective mode for offering basic skill and transfer level classes and redesign the Math X mode to fit the Emporium Model. All three basic skill math courses will be offered in this mode: Math 107 (remedial), Math 65 (pre-algebra), and Math 55 (intermediate algebra)

1.2c Use evidence-based research to offer the pre-STEM courses, such as Math 38 and Math 20 in a compressed mode, allowing students to save time completing their STEM pathway

1.2d Crosswalk secondary and postsecondary common core and student learning outcomes (SLOs)

2.1a Partner with middle and high schools to implement STEM student college readiness initiatives for 50 students and families

2.1b Leverage Math X assets to improve assessment, preparation, placement, success and matriculation of Hispanic students in proper level Math courses

2.1c Coordinate enrollment of 12 Hispanic high school students in concurrent or dual enrollment classes

2.1d Coordinate and provide admissions, financial, counseling services to incoming Hispanic high school and college students

2.2c Provide comprehensive student services and academic support services to support Hispanic students in Math courses

2.3a Actively recruit Hispanic student interested in STEM fields, and mentor (or work) with them to provide information about the STEM profession and to declare a STEM major

2.3b Provide direct and intentional academic, transfer, career counseling, and workforce placement services

2.3c Leverage academic and industry workgroup (e.g., Tri-Valley Education Consortium) to provide professional mentoring to Hispanic cohorts

2.3d Work with four year colleges to strengthen STEM career pathways

3.1a Appoint workgroup of campus leadership to identify priority programs for enhanced curriculum, professional development

3.2a Integrate sustainability initiative into Educational Master Plan and District Strategic Plan