ࡱ>  %` tbjbjٕ .fl%v v v v v v v  AAA8ADd ArLL"LLLM:N\O0$hDv MMv v LL*v Lv L v v LfL `2{NA,0AZLM&v `KO"'r KOKOKOOdKOKOKOA $8A A v v v v v v  I. INTRODUCTION A. A Brief Overview of the College Vlog was founded in 1946, and has since provided residents of the San Gabriel Valley of Southern California with an opportunity to attain associate degrees, earn professional certificates, acquire cutting-edge vocational skills, or to transfer to baccalaureate granting colleges and universities. Vlog is the largest single-campus district among the states 110 community colleges, serving more than 65,000 students annually on a 420-acre campus in Walnut. The college ranks among the nations top degree-awarding institutions and serves as the gateway to top universities for many transfer students. The college averages 2,900 instructional, management and classified employees. Located in Walnut just 25 miles east of Los Angeles the geographic district comprises 17 cities and communities in the eastern San Gabriel Valley: Baldwin Park, Bassett, Charter Oak, Covina, Diamond Bar, Glendora, Hacienda Heights, Industry, Irwindale, La Puente, La Verne, Pomona, Rowland Heights, San Dimas, Valinda, Walnut and West Covina. While most of our students live nearby, a sizeable 35% live outside of the district, passing several closer campuses to attend Mt. SAC. Residents of the Mt. SAC district recognize the college as an important resource and valuable part of community. Voters in the district have shown their confidence and support of the college by recently passing bond measures to build new and improve existing facilities. The most recent bond measure on November 4, 2008 was passed with 70% of voters supporting the measure. The Mt. San Antonio Community College District is governed by a five member Board of Trustees. The Chief Executive Officer is Dr. John Nixon serving as Superintendent/President. His current cabinet is comprised of the Vice President of Student Services, Vice President of Instruction, Vice President of Administrative Services, and Interim Vice President of Human Resources. Mt. SAC operates on a semester-based, compressed academic calendar fall and spring (16 weeks each), as well as a 6-week winter and a 6-week summer intersession. Of Mt. SACs students, 43.1% are Latino, 26.9% are Asian/Pacific Islander, 17.8% are Caucasian and 5.7% are African-American. Mt. SAC has attained designations as both a Hispanic Serving Institution (HSI) and most recently, an Asian American and Pacific Islander Serving Institution (AAPISI). Females comprise over 50% of the student population. Over the past four years, approximately 54% to 61% of students attending Mt. SAC were age 24 or younger. Enrollment in credit courses at Mt. SAC during 2006 2007 was 39,955 generating 23,308 FTES. Enrollment in non-credit was 42,636 students generating 6,775 non-credit FTES. Mt. SAC opens its doors to all individuals and stands prepared to help students succeed with an array of support and tutorial services. To enhance student performance and success, a wide variety of general and specialized support services are offered to students. General Services Admissions and Records Assessment Career/Placement/Transfer Center Counseling Health Center High School and Community Outreach Learning Assistance Center (tutoring) Math Assistance Resource Center (MARC) (tutoring) Scholarship Student Life Writing Center Specialized Services ASPIRE: support program for African American students Bridge: consists of Summer Bridge, English, Math, and Health Careers Bridge for basic skills students CalWORKs CARE DSPS Early College High School/College Now EOPS Financial Aid International Students Upward Bound Veterans WIN (tutoring for student athletes) All categorical managers participating in this self-evaluation report either directly or indirectly to Dr. Audrey Yamagata-Noji, Vice President of Student Services. They include the Director of Assessment and Matriculation, Director of DSPS, Director of EOPS/CARE, and Coordinator of CalWORKS/CARE. The Director of Assessment and Matriculation coordinates with the Dean of Continuing Education, who oversees non-credit matriculation. The Dean of Continuing Education reports to the Vice President, Instruction. Mt. SAC has a proud tradition of innovation in both instructional and student services. The two areas work in partnership in all aspects of program and project development aimed at providing students with the best opportunity available to achieve their educational goals. This self evaluation will provide further evidence of the support the college provides to all categorical programs. Mt. San Antonio Community College DistrictGENERAL DATA2004-052005-062006-07Total%Total%Total%Studentsof AllStudentsof AllStudentsof All Total Students **58,830100.0059,105100.0065,651100.00 Enrolled CREDIT36,44361.9536,38161.5539,95560.86 Credit FTES21,87322,06223,308 Enrolled in NONCREDIT37,75264.1738,60565.3242,63664.94 Noncredit FTES5,0575,4066,775Mt. San Antonio Community College DistrictGENDER2004-052005-062006-07Total%Total%Total%Studentsof AllStudentsof AllStudentsof All Female33,37456.7333,37956.4736,69655.90 Male25,69543.6825,88843.8028,89244.01 Unknown320.05370.061850.28Unduplicated Student Total59,101100.4659,304100.3365,773100.19Mt. San Antonio Community College DistrictAGE GROUP2004-052005-062006-07Total%Total%Total%Studentsof AllStudentsof AllStudentsof All < 2016,51828.0818,40931.1522,40534.13 20 - 2416,69628.3816,39727.7417,60226.81 25 - 296,42710.926,24310.566,79310.35 30 - 343,7586.393,4565.853,5775.45 35 - 392,9565.022,6874.552,8244.30 40 - 494,8968.324,5447.694,5566.94 50 +7,85013.347,56812.808,01612.21 Unknown000Unduplicated Student Total59,101100.4559,304100.3465,773100.19Mt. San Antonio Community College DistrictRACE/ETHINICITY2004-052005-062006-07Total%Total%Total%Studentsof AllStudentsof AllStudentsof All African American3,2575.543,2305.463,3975.17 Asian12,64321.4913,00122.0014,20321.63 Filipino2,6924.582,6994.573,0564.65 Latino23,31239.6323,72840.1526,95241.05 Native American2790.472510.422790.42 Other Non-White1,7572.992,2423.793,0844.70 Pacific Islander2900.493210.543730.57 White11,73319.9411,33919.1811,57517.63 Unknown3,1385.332,4934.222,8544.35Unduplicated Student Total59,101100.4659,304100.3365,773100.17Mt. San Antonio Community College DistrictDISABILITY2004-052005-062006-07Total%Total%Total%Studentsof AllStudentsof AllStudentsof All Primary Disability1,3872.361,4142.391,4252.17 Secondary Disability1340.231420.241410.21 Dept of Rehabilitation2620.452920.492740.42Unduplicated Student Total1,7831,8481,840**The Total Students figure for All Students (in red) in each academic year is lower in comparison to the respective Access unduplicated student totals for gender, age group, and race/ethnicity because it is taken from a different data file. Therefore, Unduplicated Student Total percentages based on the Total Students figure for All Students generally add up to over 100 percent. (This data is taken from XB01 -- not including values reported as 0.) B. Overview of Four Categorical Programs: Matriculation (Credit and Non Credit), EOPS/CARE, DSP&S, CalWORKs/TANF Except for services provided through the non-credit component of matriculation, the categorical programs are organized under Student Services and are housed in the Student Services Center. The College has made a clear effort to fully support the categorical programs by providing up-to-date and centralized facilities and firm district matching funding. The commitment to serve students through these categorical programs is based on supplementing the programs and services provided through the categorical budgets by providing substantial college support. Mt. SAC takes its responsibility to meet the intent of the categorical programs seriously. Compliance with state regulations and reporting requirements are closely respected and followed. All categorical programs are fully incorporated into all aspects of Student Services and the College. A Brief Overview of Matriculation Vlog began the implementation of its matriculation efforts prior to the States official establishment of state-regulated Matriculation. The early efforts (circa 1987 1990) focused mainly on assessment placement testing of students, with the initiation of comprehensive orientation services following several years of planning. The full development of Matriculation has been an evolutionary process, culminating in a comprehensive effort in place today. The Director, Assessment and Matriculation oversees much of the implementation of matriculation for the college. Along with the Vice President of Student Services, the Dean of Counseling, and the Dean of Enrollment Management, the college has consistently provided exemplary matriculation services to students. The Director has been with the college for 18 years and has been associated with matriculation throughout that time. The Director has also served as the Director of EOPS and Assessment, and as Interim Director of Admissions. The Assessment and Matriculation Committee exists as part of the colleges governance structure, reporting directly to the Student Preparation and Success Council. The committee is responsible for resolving issues related to matriculation and makes recommendations to the Student Preparation and Success Council. The committee is represented by managers, faculty and staff from various areas on campus that are most affected by matriculation regulations and processes. Faculty members on the committee represent the departments of English, math, reading, American Language (ESL), Counseling, non-credit basic skills, and non-credit ESL. Other members of the committee are the Dean of Counseling, the Director of Institutional Research and Planning, and the Director of Assessment and Matriculation. The Counseling Center staff, under the direction of the Dean of Counseling, consists of 18 faculty counselors, 12 adjunct counselors, one department chair, one faculty coordinator for learning communities (Bridge Programs), two grant-funded counseling faculty, six full-time and one part-time educational advisors, and five full time support staff. During the past academic year, the Counseling Department provided counseling and advising services to 28,982 students and assisted 3,074 students in completing comprehensive educational plans. Counselors provide orientation services to all new students. Non-exempt students must complete assessment and orientation prior to registering for classes. The High School Outreach office and the Bridge (Learning Communities) Program play key roles in the delivery of matriculation services. The High School Outreach office serves 44 high schools that are within our district, as well as 10 out of district high schools making contact with approximately 11,000 potential students. These services include coordinating efforts with the Admissions and Records and Assessment offices to provide college application support, as well as on site assessment and placement services. Called Connect 4 (Admissions-Assessment-Orientation-Registration), the High School Outreach staff guide over 1,500 first time freshmen students who recently graduated from local high schools through the Colleges matriculation process. This effort has proven highly successful at educating students about the various components of matriculation but even more so, it has enabled students to initiate successful educational careers in college. During the 2007-08 academic year, the Assessment Center, under the Director of Assessment and Matriculation, provided assessment services to 14,632 students by administering 41,532 English, math, reading and chemistry tests. Staffing includes one Test Administration Assistant and two Test Administration Clerks. The center administers tests throughout the year, and works in conjunction with High School Outreach to provide testing at 44 feeder high schools and 10 out of district high schools, providing assessments to 2,554 local high school students. Each of the three main assessment instruments English, math and reading - are either locally developed or managed and have been approved by the system office for community colleges. The COMPASS ESL Reading Test, the MDTP Elementary Algebra Test, the MDTP Intermediate Algebra Test, the MDTP Calculus Placement Test, and the CDTP Chemistry Placement Test are also approved instruments. The College is working towards offering more computerized testing to allow for more flexibility in student testing. The newly remodeled Assessment Center is furnished with 70 computer stations to enable computerized placement testing. The goal is to allow students to test on a walk-in basis using the computer stations. The Admissions Office processed approximately 45,000 applications during the past academic year. The majority of students (88%) submit their application on-line through CCCApply. Currently, students can register for classes on-line or by telephone. However, beginning with the summer of 2009, telephone registration will be de-activated and students will only be able to apply and register online or with direct assistance in person at the Admissions office. Under the direction of the Dean of Enrollment Management, the office is staffed by an Assistant Director, Secretary, 10 Admissions and Records Clerks (I, II and III), 5 Clerical Specialists, an Admissions and Records Systems Analyst, and approximately 22 hourly and work study student staff. The Institutional Research and Planning office has been instrumental in supporting matriculation efforts by providing research and data needed to improve services to students and to ensure that college programs comply with Title 5 regulations. The Director of Institutional Research and Planning has a staff of one Research Assistant and three Research Analysts, one of whom is responsible for matriculation related support, and another responsible for Administrative Unit Objectives/Student Learning Outcomes (AUOs/SLOs). Response to Recommendations from Prior Matriculation Visit The last matriculation site visit was conducted in 1991. There were 17 recommendations made at that time. Eighteen years have elapsed since the prior visit such that the concerns and recommendations presented in 1991 have either been addressed or are no longer relevant. Recommendation 1: The team recommends that the district Board of Trustees adopt all required matriculation policies by June 30, 1991. The Board of Trustees has formally adopted the required matriculation policies. Recommendation 2: The team recommends that the Director of Admissions and Records determine the disproportionate impact, if any, of earlier admissions deadlines on targeted populations, such as ethnic and language minorities, basic skills students, and disabled students. The college currently has no admission application deadline. Students are allowed to apply for a current semester or session until the last day to drop. Recommendation 3: The team recommends that consideration be given to offering pre-orientation activities targeting underrepresented students, and that consideration be given to tracking a sample of applicants from underrepresented groups who do not enroll in classes. Comprehensive pre-orientation services have been initiated. High School Outreach (HSO) provides services throughout the year to students at 37 feeder high schools in the district and 7 additional out of district high schools. HSO staff members are assigned to specific area schools to provide information to students and to coordinate college services such as assessment and orientation. HSO has a database of all students they have contacted, including those who did not enroll at Mt. SAC. Many of those students actually made the decision to enroll in other colleges, including baccalaureate granting universities. Follow up with underrepresented students not initially completing any or all Connect 4 components is conducted by a diverse staff from HSO. A regular review of non-registrants is compiled every semester with a comprehensive study completed in July, 2008 and another planned for Spring 2009. Recommendation 4: The team recommends that the Assistant Dean of Special Programs determine if there is a need for priority registration for EOPS students, in line with Title 5 regulations. EOPS students currently have priority registration at the category one level, per Title 5 requirements. Recommendation 5: The team recommends that the Office of Admissions and Records incorporate in the registration process a clear statement of students rights to seek waivers of course eligibility. Currently, students cannot seek waivers of course eligibility. The college will provide students with overrides if a student can prove that a prerequisite has been met at another college or university. Prerequisites have been validated and are enforced per Title 5 requirements. Additionally, procedures are in place for students to challenge placement levels, including the use of multiple measures. Recommendation 6: The team recommends that the Director of Counseling and Matriculation work with counselors to ensure that all students receive a more uniform and consistent initial orientation to the college and to the matriculation process, including a full explanation of the procedures for appeals, challenges and college services. The college requires all new, non-exempt students to complete the new student orientation. An orientation outline is followed and includes procedures for appeals, challenges and college services. Prerequisite challenge procedures are also published in the college catalog, schedule of classes, and the student handbook. Recommendation 7: The team recommends that multiple measures be consistently used prior to any placement decision, and that this decision be made with the student in an advisory manner until such time that proper validation of instruments, cutoff scores and prerequisites is completed. The college utilizes multiple measures for student placement in English, math and reading. The Director of Assessment and Matriculation, Director of Research and Institutional Effectiveness, and faculty have validated placement instruments and cutoff scores. All tests have been approved by the Chancellors office for use by the college. The Dean of Instruction, along with the Educational Design committee, oversees the development and validation of prerequisites, and assures that the validation and implementation of prerequisites follow the process required by Title 5, including faculty content review. Students receiving scores within the higher range of cut scores and/or placement for any test are provided with the opportunity to provided additional pertinent information for evaluation which can lead to ;placement at a higher level. Recommendation 8: The team recommends that a high priority be placed on developing a printout to inform students about their scores, with an explanation of that score, the validated cutoff scores, a list of the multiple measures that will be taken into consideration when making a placement recommendation, and a statement about the students right to appeal the recommended placement. Student eligibility printouts include score and/or course placement levels. In addition, all students are provided with printed information which gives students more specific information related to scores and placement. The information is also available online for students who choose that avenue to retrieve test scores. Students are informed on the printout of the process by which multiple measures will be utilized for placement decisions. Recommendation 9: The team recommends that the criteria utilized to identify non-native speakers be examined and revised to identify English proficiency, and that multiple criteria be used to identify each non-native speakers English proficiency for purposes of assessment referral. Recommendation 10: The team recommends that the mandatory requirement that non-native speakers take the Michigan Test be discontinued and that a system of advisory referral be developed to assist these students in choosing an appropriate assessment and appropriate courses. The college has ceased identifying students in the controversial manner that was in effect in 1991. The college no longer utilizes the Michigan Test to place non-native students. Currently, all students are placed in English based on one assessment instrument The Assessment of Written English (AWE) which was locally developed and has been approved by the Chancellors office. Students do not need to be pre-screened for an assessment referral for the English placement test. For reading assessment, there are 2 tests available, the COMPASS ESL Reading Test for non-native students and the Degrees of Reading Power Reading Test for native students. After receiving information regarding the 2 reading tests that are available, students can choose to take either test. Non-native students normally self refer to the ESL test. Also, Students who place in Vlog (credit ESL) writing courses based on the AWE are advised to take the COMPASS ESL Reading test, rather than the Degrees of Reading Power test. At this point, students will normally take the test they are advised to take. Recommendation 11: The team recommends that all assessment instruments be validated in conformity with the July, 1990, Standards, Policies and Procedures for the Evaluation of Assessment Instruments. All assessment instruments have been validated and are approved by the Chancellors office for use by the college. Recommendation 12: The team recommends that the college immediately discontinue the use of mandatory computational and communication prerequisites across the curriculum until such time as the college can demonstrate that such prerequisites are necessary for success in such courses, in line with Title 5 regulations. All computational and communication prerequisites have been validated and are enforced per Title 5 regulations. Computational and communication prerequisites are only in place for those classes where they have been validated. Recommendation 13: The team recommends that the Director of Counseling and Matriculation explore the possibility of increasing staffing in the Advisement, Career and Transfer Center, and the Counseling Center during peak enrollment. Student Services has made many changes since 1991, including the addition of counselors and support staff. Hours of operation for all of Student Services have also increased since 1991, including extended hours during peak registration periods. The initiation of the Registration Assistance Center some 10 years ago, provides student advisement by trained staff during the week prior to classes beginning and during the first week of the term. Recommendation 14: The team recommends that the follow-up component be expanded and strengthened by including instructors in the design and implementation of the activities, including an early alert system, and by specifying intervention strategies. Many faculty who teach basic skills classes work collaboratively with Student Services to provide intervention strategies. For example, under the prior college repeat policy, instructors referred students desiring a second repeat of a class with a substandard grade to counseling for intervention. The counseling department has developed an extensive follow-up process for students who are on probation. Letters and emails are sent to students on academic and progress probation requesting them to see a counselor. Students placed at the first level of probation are limited to a maximum of 12 units each semester, until they have cleared their probation status. Students at the second level of probation are required to participate in a Probation Workshop in order to register, and are limited to a maximum of 7 units. Students on academic probation for a second consecutive semester are required to participate in a Probation Workshop in order to maintain their enrollment status. During the Workshop, referrals to campus and community services are made, as well as recommendations for specialized coursework designed to address issues which may be impacting a students academic performance. EOPS, Bridge, ASPIRE, student athletes and probationary students participate in an Early Alert effort which includes faculty generated progress reports. In addition, professors regularly refer students who may need academic advising, guidance, or follow-up to Counseling, EOPS and DSPS. Recommendation 15: The team recommends that the college strengthen the dissemination and interpretation of matriculation research results by providing: 1) increased reporting of key research findings in insight; 2) increased use of narrative interpretation of reports; 3) separate executive summaries of all reports; and 4) oral, interpretive presentations to groups impacted by the findings, (e.g., Matriculation Committee, counselors, AMLA faculty). The Office of Institutional Research and Planning consistently provides the college community with research associated with matriculation. Although the Insights publication has been discontinued since 1991, the office provides updates through various committees and other avenues of dissemination, including the college website. The office has provided research on disproportionate impact, student success rates, use of cut-scores, test validity, student satisfaction with various aspects of the college including course placement, and prerequisite validation. Additional reports compiled by Assessment and Counseling regarding placement testing and orientation are presented across the campus as well as with counselors, principals and superintendents of feeder high schools. The Director, Institutional Research and Effectiveness and staff from the office are active participants in college governance and are members of various campus committees, including the Assessment and Matriculation Committee and the Student Preparation and Success Council. Through these committees, the office is able to disseminate research findings in a timely manner to the college community. Recommendation 16: The team recommends that the college establish practices for setting the matriculation research and evaluation agenda that provide active input from all segments of the college involved in matriculation; admissions, assessment, counseling, instruction, and student groups should be involved. The Office of Institutional Research and Effectiveness has been very responsive to college requests for specific research studies. The office is represented on various governance committees, including the Assessment and Matriculation Committee. Due to the cross-campus representation on this and other committees, the structure is effective in establishing the research agenda. The office has provided research on disproportionate impact, student success rates, use of cut-scores, test validity, student satisfaction with various aspects of the college including course placement, and prerequisite validation. Recommendation 17: The team recommends that the research and evaluation component of the plan be rewritten to describe activities that are directly responsible to each of the requirements of AB3 and Title 5, and distinct from and in addition to those funded under the AB 2725 pilot project. This revision should give special attention to component standard 2 (assessment instrument validity, cultural and linguistic bias) and component standard 3 (disproportionate impact of assessment instruments). The research and evaluation component is reflective of current practices, procedures and policies, and is in line with all regulations pertaining to matriculation. The office has provided research on disproportionate impact, student success rates, use of cut-scores, test validity, student satisfaction with various aspects of the college including course placement, and prerequisite validation. These reports are used to inform key campus leaders and decision-makers regarding the appropriateness of policies and procedures. A Brief Overview of DSPS Mt. San Antonio has a comparatively large population of students registered with DSPS. Serving over 1,400 students per year, the program provides a comprehensive array of services. The largest population of DSPS students are those categorized as other, however, Mt. SACs DSPS office serves one of the highest populations of deaf and hard of hearing students in the system. The DSPS main offices are located in the heart of the recently-remodeled Student Services Center. Private offices, a protected reception area, and separate testing rooms are available within the DSPS area as well as provided within the Student Services Center. The High Technology Center is currently located in temporary quarters and houses computer stations and private offices. Nonetheless the portable setting is located on Miracle Mile, a highly traveled area in the middle of the campus. There is recognition at the administrative level that a permanent location is needed. Currently, DSPS has two assigned classrooms which are also closely located to the High Tech Center and the main office. DSPS has always enjoyed an integrated setting and is very grateful to the College. DSPS employs well over 100 employees per year, most of which are classified as professional experts working as sign language interpreters and real time Captioners; and student assistants who work as scribes and note takers in the classroom, as well as proctors during accommodated testing in DSPS. There are a total of 24 permanent faculty and staff; 6.5 FTE permanent faculty, 10 full time and 5 part time permanent classified employees, and one manager. The most recent Categorical DSPS Program Review was in February 1998. The one Title 5 compliance issue noted that DSPS student records were was missing visual acuity for students who were classified as blind or have low vision. Specifically the citation was The DSPS at Vlog is in compliance with Title 5, except in the area of some student files for students with visual impairments. The verification for eligibility, based on specific visual acuity is either missing, or indicates the students visual acuity is such that he/she is not eligible for DSPS services. Title 5, Article III, Section 56032 delineates specific visual acuity allowing for DSPS services, (p. 1). This deficiency has since then been corrected and Title 5, Section 56032 on certifying students as blind or low vision is followed to the letter. The Review Team recommended that the High Tech Center (HTC) needed closer coordination in the scheduling of students and faculty. Additionally it was recommended that the HTC upgrade its equipment and software. The High Tech would benefit from closer organization. Additionally the HTC is outfitted with outdated assistive software and has an absence of various adaptive hardware. The HTC is in need of supervision from a person who could be responsible for scheduling students and faculty and who is also knowledgeable of assistive device, (p. 1). Since then a position was created, funded and hired to perform that function. Additionally, hardware and software in the HTC is updated as often as funding allows. Interpreter absences and notifying instructors were issues brought up by the Review Team. Communication with faculty regarding interpreter absences would reduce the confusion some faculty expressed who had students in their classes who were hard of hearing and required interpreter services, (p. 3). The hiring of an Interpreter Specialist certainly improved this problem. Because of the tremendous growth of the deaf and hard of hearing student population, DSPS is currently working to fill the current vacancy of Interpreter Specialist with a Deaf and Hard of Hearing Services Manager. Finally, the DSPS files were noted as being disorganized, inefficient and inconsistent. Since then, DSPS purchased a different type of file jacket to organize the files and medical file cabinets to store the files. Eventually, DSPS would like to move towards a paperless, digitized file system. In October 2008, DSPS was invited by the Board of Trustees to provide an informational report. The theme of the report was Change. DSPS provided a synopsis of the major changes in program in the last 10 years. First, the student population has shifted in the types of disabilities served with a greater percentage of students presenting with multiple disabilities. The ever-changing world of technology, along with the change in the student population has resulted in the integration of DSPS services with other student service areas; and a more technologically-advanced system of service delivery. The integration of services and identification of needs of other populations which are similar to DSPS students has resulted in a shift toward a more universal design philosophy. This shift is wholly embraced by DSPS and DSPS is working with entities on campus to promote the concept. Lastly, since October is Disabilities Awareness Month, DSPS reported on activities planned during the month. A Brief Overview of EOPS/CARE The EOPS/CARE Program is located in the lower level of the Student Services Building adjacent to CalWORKs. Other neighboring offices are: DSPS, the Assessment Center and the Admissions offices. The EOPS Director is full-time, 100 percent EOPS/CARE funded, as reflected in the EOPS/CARE program plan. The EOPS Director reports to the Dean, Student Services. The EOPS program has three full time counselors, three part time counselors, six full time classified positions, including a program secretary, an outreach specialist, eligibility clerk, account clerk, peer advisor supervisor, CARE specialist, two part time classified front desk clerical and two program specialists. EOPS utilizes student workers as peer advisors, tutors and clerical help. The Chancellors office has determined the student cap to be 740, but Mt San Antonio Colleges EOPS program serves 800-900 students per academic year. In the most recent academic year, 2007-08, EOPS served 912 and CARE served 133 Students. The need for EOPS and CARE support services continues to grow. Because of the state-imposed cap and subsequent limited funding, students are placed on waiting list each semester. The CARE program serves 130 students each year. On May 11-12, 2004 the EOPS/CARE program experienced a fiscal review conducted by a consultant assigned by the Chancellors Office. The following were the findings: Finding #1 Incorrect Object Code Reporting The consultants review of the EOPS final expenditure report (A-1) and the districts budget printouts identified a discrepancy in the reporting of EOPS funds expended as a match for college work-study for EOPS students who worked in the EOPS office. The district budget printouts showed the expenditure in object code 5000. The EOPS final expenditure report showed the expenditure in object code 7000. The consultant was informed that the district business office has changed this reporting to object code 2000 for the 2003-04 fiscal year. The FY 2003-04 and 2004-05 final budget reports (as well as all subsequent reports) reflect the implementation of this change. Finding #2 CARE Book Services The CARE book services did not appear to be an over and above services. The EOPS and CARE programs have book services policies; however, neither identify that CARE book services are provided only after EOPS book services do not meet a CARE students needs. A few CARE students did receive both EOPS and CARE book Services, but this appeared to be coincidental. As of fall semester 2004, CARE students receive the EOPS book services and in addition to that they receive the CARE book services as a service that is over, above and beyond, in keeping with the CARE program guidelines. Vlog EOPS/CARE program responded to these findings in a letter to the Chancellors Office on January 11, 2006. The EOPS program received a letter dated January 27, 2006 from the Chancellors Office stating that the corrective actions implemented by the program were found to be satisfactory. A Brief Overview of CalWORKs CalWORKs/TANF was initiated at Mt. SAC in 1997. At that time, the funding was robust and the entire program was housed within the Colleges non credit side in Continuing Education. In 2005, the CalWORKs program was transferred to credit Student Services, and a CalWORKs manager position was shortly thereafter hired. The CalWORKs program is located in the lower level of the Student Services Center, adjacent to EOPS. Under the direction of the EOPS Director, the CalWORKs manager directly supervises one full time educational advisor, one caseworker, one part time account clerk and four student workers. The job placement specialist reports to the Director, Career Placement, is funded by the district, and provides direct job and career placement assistance to CalWORKs students, including work study and job readiness services. The account clerk tracks the CalWORKs and county budgets and assists the coordinator with state and county reports, audits and program requirements. The educational advisor provides educational advising and maintains a strong working relationship with the Department of Public Social Services and other campus departments and services. The caseworker monitors CalWORKs eligibility, MIS data, student academic status and on-going communication with the local DPSS. The CalWORKs Program serves an average of 450 students annually, with 404 eligible students served in 2007-08. The current CalWORKs manager was hired in October, 2008. The CalWORKs program, while under Student Services, has not experienced a site visit. Collegewide Student Services Integration and Coordination How these five programs work with each other and with other student services programs. The five programs fall under the leadership of the Vice President, Student Services. The management team from Student Services meets weekly to provide updates and discuss matters important to the integration of these categorical programs. The weekly meetings allow categorical program managers to keep each other informed of developments within their respective programs as well as on statewide and campus-based issues. Not only have the weekly meetings led to the development of a very cohesive Student Services team, but has also created camaraderie amongst Student Services managers. Student Services managers also serve and take leadership roles on various campus governance councils, committees, and campus projects. In addition to weekly meetings with Student Services Managers, the Vice President also holds two to three division-wide meetings for all student services staff. Categorical program activities, regulatory issues, and programmatic concerns are presented at division-wide meetings. There is also one division-wide professional development day to focus on planning and training. Workshop topics include: changes in federal regulations related to financial aid, strategies in working with challenging students, changes and updates related to counseling students. Collaborative efforts to serve low income and disabled students have been implemented and categorical programs have been incorporated into college-wide events like Seniors Day, the Bridge Program, and Cash for College. How student services works with instruction, institutional research, and the management information systems (MIS). The Vice President, Student Services and the directors of each student services department work in conjunction with the Instruction Division, the Research and Institutional Effectiveness (RIE) department, and the Information Technology department to ensure that students receive the most effective services possible. The vice president is a member of Presidents Cabinet and keeps each manager up to date on critical college issues. The Dean of Counseling and the Director of DSP&S are liaison members of the Instruction Team and attend weekly meetings. Managers of categorical programs serve on various shared governance committees, but also work closely with faculty and division deans on specific projects. The Director, Assessment and Matriculation works with faculty and institutional research to determine satisfaction of both students and faculty with placement based on assessment. The director also works with them on other issues related to test validation, as well as on disproportionate impact studies. All research results are shared with the Assessment and Matriculation Committee, made up of faculty, administrators and staff, as well as with many other governance groups and constituencies, and is included in the departments program review. In addition to co-chairing with a faculty member the Assessment and Matriculation Committee, the Director is currently a member of the Student Preparation and Success Council, the Student Learning Outcomes Committee, the College Registration Team, and the Accreditation Team. He has also been a member of the Educational Design Committee (Curriculum), Reading Ad Hoc Committee, Curriculum Handbook Development Ad Hoc Committee, and the Prerequisite Task Force. EOPS/CARE/CalWORKS work closely with instruction on various activities, and has the full support of executive management. Faculty have willingly supported the departments early alert process by participating in the progress report activity that EOPS and CalWORKs students are required to complete each semester. The Director of EOPS works closely with the Dean, Library and Learning Resources in developing an effective tutoring program for EOPS and CalWORKS students. EOPS counselors have been active in the Bridge Program, teaching sections that are linked with math and English classes. Counselors are also active with the Academic Senate, participate in general counseling meetings and have held membership on governance committees. The EOPS Director is a member of the Student Equity Committee, has participated with instruction on Title V Grant initiatives, and is currently involved in campus VATEA efforts. EOPS also works collaboratively with RIE on research projects including the gathering of demographic information used in the development of statistical reports related to success, persistence, retention, transfer and other key program indicators. The Director, Disabled Students Programs and Services and department staff have historically worked closely with instruction in an effort to provide effective services to disabled students. The Director of DSPS is active participant of the Instruction Team, Student Equity, Institutional Effectiveness and Planning, and Co-Chair of Standard 1 of the Accreditation Self Study. She also teaches an online class designed for faculty Accommodating Students with Disabilities in the Classroom, ( HYPERLINK "http://elearn.mtsac.edu/ghanson/dspsaccess" http://elearn.mtsac.edu/ghanson/dspsaccess). DSPS faculty are often called upon to provide DSPS presentations for the faculty during Flex Day, New Faculty Orientation, individual classroom presentations and general program orientations such as Nursing and Psychiatric Technician Programs. The office provides services, and instruction to students both in the classroom and in other areas including the High Tech Center. DSPS Counselors are in regular contact with the general faculty to discuss specific accommodation issues and concerns. DSPS faculty have been active on various governance committees including Curriculum and Instruction, and Distance Learning, as well as on the Academic Senate. They also participate in general counseling meetings. Student Services plans to have a more in-depth review of MIS data collection and reporting to ensure that data being captured and reported is clearly accurate and beneficial to the College. This is especially true for matriculation. As the curriculum has changed it is critical to ensure that the coding of our courses is accurate. Additionally, with the transition to Banner beginning with summer 2009 registration, collaboration with IT is critical to ensure that MIS data collection and reporting is both accurate and efficient. Both IT and RIE have been made aware of the concerns and have pledged their support to work effectively to clarify data and procedures as well as resolve any concerns. How the programs and the business office work together to monitor allowable expenditures, ensure funds will be expended, and reconcile fiscal reporting. Categorical programs have worked closely with administrative services to monitor program budgets. The program directors, the Vice President of Student Services, and the business office monitor budgets throughout the fiscal year and ensure that the only expenditures made and reported are those that are allowed by regulation and approved by the Chancellors office. The district also provides the required matching funds for each program. External auditing of categorical programs provides assurance that the college maintains integrity in following the requirements of expending funds. Online capabilities to view real time status of accounts is planned for the very near future as the College makes progress in Banner implementation. The purchasing department works closely with categorical programs to ensure that requisitions are appropriate and that goods and services are received within the appropriate fiscal years. Accounting staff work closely with categorical program administrators in the development and submission of year-end fiscal expenditure reports. How these programs are integrated with student equity planning and other strategic planning initiatives of the college. Although student equity is not exclusive to Student Services, Mt. SACs Student Services Division has provided the leadership for student equity planning and reporting for the college. The committee is chaired by the Dean of Student Services and the Directors of EOPS and DSPS are members of the committee, along with faculty and managers from throughout the college. The college has a strong commitment to ensure that our diverse community and student population receive equal access to the institution and to the highest quality education possible. An action agenda has been developed based on the Student Equity Committees work on the Student Equity Plan and the Colleges participation in the Equity for All project out of USCs Center for Urban Education. Through a careful analysis of disaggregated data, it became very apparent that African American students are not enrolling in transfer level math classes, which has a direct, negative effect on their low transfer rates. These findings have given rise to the development of the ASPIRE effort African American Student Program Inspiring Responsibility for Education. ASPIRE has almost 100 active students who have been matched with mentors, participate in a Rites of Passage ceremony, and attend workshops and tutoring support. Additionally, a special Bridge program cohort was developed and offered for the first time during the fall 2008 semester for ASPIRE and other interested students. A Bridge program cohort was also implemented for Latino and other interested students, focused on readings of renowned Latino writers. Categorical programs are represented throughout the Colleges strategic planning efforts. The Director of DSPS is a member of the college-wide Institutional Effectiveness Committee. This enables the Colleges planning effort to be fully informed about categorical program efforts. The Director of Assessment and Matriculation serves on the Colleges SLO (Student Learning Outcomes) committee. Additionally, four Student Services managers are represented on all four accreditation standards as part of the Colleges current Self Study. How effective the programs are in enabling success for underprepared and underrepresented students? (i.e., are they using data to reassess how services are provided?) The annual program review process enables categorical programs to review program data and outcome criteria in order to measure the success of their program efforts. Changes are initiated and new service approaches are initiated in response to student satisfaction surveys and student success research. One example is the development of a follow up project with EOPS students supported through the Colleges Title 5 grant. The PASS (Promoting Academic Student Success) effort is enabling EOPS to address critical student needs. Student Services and categorical programs are instrumental in developing programs aimed at increasing access and success for underprepared and underrepresented students. The Bridge Program provides students with the opportunity to participate in intensive learning communities that provide academic and personal support to students who may have struggled without that support. The Bridge program transitions the students into the EOPS program for the fall semester. Research continues to document the overwhelming success rates for Bridge studentsmost notably, their higher, first attempt pass rates of basic skills classes compared to other students. As participants in the colleges governance and decision making process, managers and staff from Student Services have been advocates for high risk, underrepresented students. The positive relationship between student services and instruction has provided a climate of mutual respect. This environment has provided and atmosphere that has been conducive to innovation, allowing the college to make positive changes for our students. How well is the college integrating the use of data in program planning? The use of data in program planning is inherent to Student Services in general and in categorical programs in particular. The colleges program review process, known as Planning for Institutional Effectiveness (PIE), provides a systematic process for evaluating the effectiveness of the programs. PIE is an ongoing, annual report process, that allows reflective review by the program staff as to what aspects of the program need to be examined further and to use the results of the review for program improvement, thus closing the loop on program evaluation. Categorical programs fully participate in PIE, documenting program effectiveness through a variety of measurements. Student and staff satisfaction surveys are regularly assessed and results are compiled. Student success data is also compiled and reported as part of PIE. Student Services submits a summary report of all departments, including categorical programs, to the Institutional Effectiveness Committee. DSP&S has been tracking the types of services provided and the main disability of their students for future planning. The increase of deaf and hearing impaired students at the same time that the cost of providing interpreter and closed captioning services has necessitated a careful planning agenda for DSP&S. One of the strategies is to introduce a concept of calculating the cost of classroom accommodations as part of the cost of instruction, rather than a sole responsibility of DSP&S. As part of this planning process, the program has developed a thorough presentation that has been shared on campus and to the Board of Trustees. Adult Basic Education (ABE) and ESL program directors, in particular, along with coordinators of the other non-credit programs, have worked with the Continuing Education Division office to assess student outcomes in their particular programs. In addition to basic data on class success and certificate completions, the non-credit programs have developed, tracked, and reported student learning outcomes using the colleges electronic resource, e-PIE. MATRICULATION Matriculation: Credit/Non-Credit Program-Specific Self-Evaluation A. Management Information System (MIS) Data Reporting: How is the categorical program director involved in the review of MIS data before it is submitted to the System Office? The Office of Information Technology compiles and reports MIS data. Historically, the Director of Assessment and Matriculation and the Dean of Counseling have been consulted by IT to review and verify MIS data prior to submitting to the Chancellors office. Do the data appear to be accurate? Do the numbers of students in the MIS report match your program records? The data provided by the Chancellors Office appear to be accurate as far as the number of students who have participated in the three service areas of matriculation assessment, orientation and counseling. The result of our increased high school outreach efforts is also illustrated in the increase of matriculated students from 2005-06 to 2006-07. Demographic, progress and basic skills data appear to be consistent with actual student participation. While the data seem to provide an accurate report of the number of students participating in matriculation, the numbers do not fully reflect the number of students actually served by each service area. A review of the designation of specific courses as basic skills needs to be conducted. For example, the MIS summary does not report that the college assessed 12,117 students and administered 35,204 tests during 2004-05, 11,610 students (34,807 tests) during 2005-06 and 13,600 students (40,253 tests) during 2006-07. During this past academic year (2007-08), the college assessed 14,632 students, administering 41,532 tests. Counseling/advising was provided to 28,982 students during the 2007-2008 academic year. The number of students who made appointments for assistance with the development of educational plans and completed those plans is 3,074. This number does not include those students who made a general counseling or advising appointment and developed an educational plan during those sessions. For that reason, the number of students who actually developed an educational plan with a counselor of advisor is actually much higher. If the data does not appear to be accurate, identify the problem (e.g. too many or too few participants listed; demographics seem incorrect, etc.). Document the process used to identify the problem. Share this information with the college information technology services staff to determine ways to correct your MIS reporting. Non-credit data reporting to MIS has been very limited until 2007-08. Due to limited Information Technology (IT) resources, non-credit student outcomes were not tracked in the college data system. Adult Basic Education (ABE) and ESL programs developed a combination of manual and software systems to keep track of completion and other student outcomes. Last year, the IT department worked with non-credit staff to develop downloads of mandated non-credit student data for inclusion in the MIS upload. B. Access How does the program compare with the total college demographic data? The overall number of students served by matriculation was consistent during 2004-05 and 2005-06, but increased significantly during 2006-07. This was largely due to successful efforts of our High School Outreach Office. The demographics of students served by matriculation generally match the general demographics of the college as a whole. Data appear consistently comparable for the three years provided as related to gender and race/ethnicity. The number of students participating in matriculation in these categories is reflective of the student population as a whole: Gender: Those served by matriculation during 06-07 were 54.83% female and 44.97% male compared to the overall population of 55.90% and 44.01%, respectively. Ethnicity: Those served by matriculation during 06-07 were 6.50% African American (5.17% overall population), 23.94% (21.63%) Asian, 5.14% (4.65%) Filipino, 42.31% (41.05%) Latino, 0.41% (0.42%) Native American, 2.49% (4.70%) Other non-white, 0.78% (0.57%) Pacific Islander, and 16.80% (17.63%) White. Age group indicates that the percentage of students < 20 years of age that participate in matriculation is consistently less than that of the same group in the general student population. The percentage of students in the 25 29 age group that participate in matriculation is consistently higher than the same group in the general student population. This is due to the fact that many students in the 25 29 age group are first time students and must participate in matriculation, whereas many students in the < 20 age group are students who have previously participated in matriculation, and are continuing at Mt. SAC. Describe the areas where you have concerns about access. Mt. SAC is committed to access of all members of the Mt. SAC district as well as neighboring communities. According to the most recent demographic data (2000 Census), Latinos comprise 48.8% of the district population. Over the years, the Latino student population has grown considerably. MIS data indicates that Latinos comprised 39.63% of the student population in 2004-05, 40.15% in 2005-06, and 41.05% in 2006-07. During 2007-08, Latinos comprised 43.1% of the student population. Asian/Pacific Islander students comprised 21.98% of the student population in 2004-05, 22.54% in 2005-06, and 22.2% in 2006-07. During 2007-08, Asian/Pacific Islanders comprised 26.9% of the student population. The census data from 2000 shows 20.2% of the district is Asian/Pacific Islander. African American students comprised 5.54% of the student population in 2004-05, 5.46% in 2005-06, and 5.17% in 2006-07. During 2007-08, African American students comprised 5.7% of the student population. The census data from 2000 shows 4.7% of the district is African American. While the Asian/Pacific Islander and African American student populations are in proportion and reflective of district numbers as a whole, Latino students are not at parity with the percentage of Latinos in the district. Please describe any plans in place for improving access. Mt. SAC has consistently been involved with the communities we serve through school districts, community organizations and local businesses. Our presence is well known and the college has a great deal of respect throughout the community. Our High School Outreach office is actively involved in all 44 high schools in our district and 10 non-district high schools, most of which have large minority student populations. The office provides students with an opportunity to meet with representatives from the college and begin the process of matriculating to Mt. SAC. A college strategic objective focuses on the continued enhancement of partnerships with local K-12 districts. Additionally, there are plans to expand community outreach, in addition to working with high schools. The college has made committed resources to improve access, particularly for high risk and low socio-economic student populations. The Bridge Program, Connect 4, and the ASPIRE program are examples of the colleges commitment to recruit and retain these groups of students. What programs and services do you feel specifically contribute to student access at your college? High School Outreach has been instrumental in providing access by establishing a presence in our community. HSO representatives consistently follow-up with students who express interest in attending Mt. SAC, and actively recruit those who are unsure about college. Students are provided assistance with the application process and High School Outreach staff also coordinate with the Assessment Center to provide placement testing at the high schools. Prior to the fall semester, all students who have been assisted at the high schools are contacted and invited to participate in Connect 4, where they can attend orientation and register for classes. The expansion of our outreach efforts has led to the parallel development of programs such as Bridge and ASPIRE. The Mt. SAC Bridge Program provides access to incoming, high risk students from local high schools. The program begins with a Summer Bridge program where students are placed in linked courses after going through the assessment process. Through the learning community experience, students in each cohort are able to address common course issues, as well as participate in various related activities throughout the program. ASPIRE provides African American students with an opportunity to participate in a learning community aimed to increase not only access, but persistence and success. C. Progress How well do the students served by your program perform compared to the total college population? Persistence of students who matriculate is consistently higher than the overall student population. For 2006-07, 75.11% of newly matriculated students persisted to spring semester compared to 63.76% of the total population. 57.24% of the same matriculated student population persisted to the following fall semester compared to 48.49% of the total population. The same students successfully complete degree applicable courses at a higher rate than the general student population. Describe areas where you have concern about student progress. Overall student persistence has been a concern of all members of college leadership. Although matriculated students persist to the following academic year at a higher rate than the general student population, the numbers are not as high as expected. Student progression through the sequence of basic skills classes is very troubling, especially related to math. With the implementation with limits on repeating classes, students who have low basic skills levels in math face multiple challenges to meeting college math requirements. Disproportionate impact studies were conducted by the college as part of the assessment approval process. The findings for both English and math courses showed that Latino and African-American students placed in lower level courses than other groups. The disturbing issue is that, wherever students are initially placed, Latino, and more significantly, African-American students also have a lower success rate in those courses. What programs and services do you feel specifically contribute to the progress of students at your college? EOPS has proven to be very successful in retention efforts aimed at their student population of high risk, low socio-economic students. Learning communities have also been very successful in student persistence efforts. The Bridge program is an example of a learning community that has been very successful in retaining students. The program provides students with a support network made up of faculty, peer advisors, and fellow classmates. The college has recently implemented the ASPIRE program aimed at African-American students in an effort to provide a network of support similar to that of the Bridge Program. D. Success How well do the program students perform compared to the total college population? Success of matriculated students in basic skills courses ESL, English and math is about the same as non-matriculated students except with students taking ESL courses. During 2004-05 and 2005-06, matriculated ESL students were slightly less successful than matriculated students taking English and math. For example, during 2004-05 all ESL students had a success rate of 66.78% versus 62.94% for matriculated ESL students, a difference of nearly 4%. In 2005-2006, the success rate was 65.57% for all ESL students versus 62.37% for matriculated ESL students, a 3.2% difference. Curiously, the success rate of ESL students increased significantly during 2006-07. During this period, all ESL students had a success rate of 67.09% versus 78.64% for matriculated ESL students, a positive of 11.5%. This increase may be attributed to an effective assessment process implemented by faculty and the Director of Assessment and Matriculation to place ESL students in reading classes that are taken concurrently with writing classes. The data provided does not include comparison data for academic success (attainment of degrees and certificates) for matriculated students. On a larger scale though, the number of degrees and certificates awarded increases each year as does the number of students who transfer. In 2004-05, the number of degrees awarded to Mt. SAC students was 1,130 and the number of certificates awarded was 378. By 2006-07, the numbers increased to 1,578 and 879, respectively. Describe areas where you have concern about student success. Disproportionate impact studies conducted by the college have shown that Latino and more significantly African American students are less successful than other students in courses into which they are directly placed. This has continued to be a concern of the college, and the college has responded by committing to the development of new programs and the expansion of existing programs that are aimed at providing support for high risk students. What programs and services do you feel specifically contribute to the success of students at your college? Vlog has been proactive in working towards ensuring the success of all students and in establishing innovative programs aimed at increasing student persistence and success. Of course, the role of counselors and advisors in student success is instrumental, and their assistance to students in developing student educational plans is the first step in assuring that the student has established goals that lead to success. Counselors are involved in all levels of college governance, providing expertise and a student services perspective in the development of campus-wide programs aimed at student success. Also, during the past two years, expansion of our transfer program has taken place in an effort to increase transfer to baccalaureate granting universities. The continued growth of our learning communities is also instrumental in providing avenues by which students will be successful in achieving their academic goals. The Bridge Program is an example of a learning community that has been instrumental in providing students with the self-esteem and motivation to achieve the goals they have established. ASPIRE is a newly developed program aimed at assuring the persistence and success of African American students. EOPS/CARE and DSPS are programs that are instrumental in providing services aimed at assuring success of high risk students from low socioeconomic backgrounds, and students with disabilities. Another factor highly related to student success is the enforcement of prerequisites. Prerequisites for various courses have been initiated by faculty then implemented after being validated. The process includes faculty content review and course approval through the Educational Design Committee (curriculum review). Research to determine the validity of prerequisites is conducted by the Department of Research and Institutional Effectiveness. The validation process and the enforcement of validated prerequisites assure that students possess the skills necessary to be successful in classes that have prerequisites. E. Student Learning Outcomes What are the SLOs for the program? Student Learning Outcomes are integrated with each components Planning for Institutional Effectiveness (PIE), the colleges program review. At Vlog, SLOs for service areas are labeled as Administrative Unit Objectives (AUOs). The Admissions Office, the Assessment Center, and Counseling each have separate SLOs/AUOs which are related to department specific mission and goals. The areas that represent matriculation have developed the following SLOs: COUNSELING (Course SLOs) COUN 5 Career Life/Planning 1) Students who complete Counseling 5 will be able to identify their personality type 2) Students who complete Counseling 5 will have identified several careers based on their identified personal attributes. 3) Students who complete Counseling 5 will feel more confident in their ability to choose or change their major. 4) Students who complete Counseling 5 will feel more confident about their interviewing skills. COUN 20 Peer Counseling Training 1) Students will increase their understanding of communication techniques such as the recognition of verbal and nonverbal communication, appropriate problem-solving skills, and the use of empathy. 2) Students will be able to assist in an initial draft of an educational plan. COUNSELING (AUOs) As a result of a retreat for counseling department to include discussion of student notification of probation status and intervention. 100% of the counselors will have a clear understanding of the necessary counseling interventions to be prescribed. As a result of counseling services, 80% of students who are undecided will feel more confident about changing or deciding on a major/career. As a result of educational counseling services, 80% of students will be able to evaluate their progress towards goal completion and will be able to construct an educational plan appropriate to their goal. Student level of satisfaction of on-line counseling services will increase by 10% from a 75% satisfaction level as reported in On-line Counseling Satisfaction Survey. ASSESSMENT (AUOs) Students and faculty will be satisfied with placement results based on the Mt. SAC Math Placement Test. Students and faculty will be satisfied with placement results based on the Assessment of Written English (AWE) Placement Test. Students and faculty will be satisfied with placement results based on the DRP Reading Placement Test. Students and faculty will be satisfied with placement results based on the Mt. SAC Math Placement Test. Students will feel comfortable during assessment testing. With implementation of SARS Call more students will attend initial placement test appointment, thus decreasing the no show rate. After implementing the computerized version of an existing test, students will choose to use that version over the paper/pencil version. ADMISSIONS (AUOs) Students will demonstrate an increased usage of technology through the provision of information and services to students regarding these functions showcasing the importance and ease of using current technology related to the services and programs we provide. Admissions will continue to improve the turn around time for petitions for exceptional action by providing written responses within two weeks. The development of easy to understand and readily available printed materials designed to increase the students' awareness and comfort level associated with the utilization of the unit's programs and services. The CCCApply switch from a daily download to automatic downloads twice a day improves service to students who will receive a quicker, timely response to their admissions application. The turn around time for graduation evaluations will improve with the hiring of a third graduation evaluator. NON-CREDIT MATRICULATION (SLOs) Adult Basic Education 7 Increased matriculation to credit Increased high school diplomas Implementation of a scholastic support program for athletes Improvement to the referral process for high-need students Establishment of a GED advisory board Upgrade to software for more timely feedback on grades and attendance to High School Referral parents Improvement of student representation in program decisions ESL 11 Increase bank of assessment items in placement test by 10% Identify and address gaps for serving non-credit students in Mt. SAC Banner student data system Develop new strategic plan for ESL student career guidance Establish and improve student data alignment for MIS reporting Increase ESL student appointments with counselors Increase student satisfaction with ESL registration services Improve students ability to identify key elements of enrollment in credit Completion of a new orientation DVD for ESL students Translation of the orientation DVD into 3 languages Development of course SLOs for VESL Counseling 5 Student satisfaction with ESL annual career conference Language Learning Center (ESL Program) - 1 Update and enhancement of the assistive learning stations for disabled students What process was used (or plan to use) to develop these outcomes? Mt. SAC integrated the documentation of SLOs into the college program review (E-PIE), and uses a 5 column model to document SLO/AUOs. The process was coordinated and supported by a Student Learning Outcome Implementation Team. The team works closely with the Research and Planning Office to assure that assessment of SLOs is appropriate and that results are meaningfully summarized for each area. Team members trained department personnel on SLO development, as well as SLO assessment and use of results. Student Services managers worked with faculty and staff to determine appropriate and realistic outcomes and methods of assessment. The SLO Implementation Team was replaced by a campus-wide Student Learning Outcome Committee, and is part of the colleges shared governance structure. The Director, Assessment and Matriculation was a member of the original Implementation Team and is a current member of the SLO Committee along with a faculty counselor. What types of activities are you conducting in order to achieve these outcomes? Admissions, Counseling and Assessment, in particular, have specific activities defined in the PIE document to achieve these outcomes. For example, programming changes have enabled Admissions to alter the download of CCC Apply data and to shorten the turn-around time in electronically responding to students electronic application status. The Counseling department has several work groups addressing orientation, probation, and interventions with undecided students. Administrative procedures have been amended to implement revisions to the Counseling departments probation intervention process. Assessment and Matriculation Student Learning OutcomesActivitiesStudents and faculty will be satisfied with placement results based on the Mt. SAC Math Placement Test.Surveys are distributed to each math class during the 5th and 6th weeks of classes to determine satisfaction of student placement.Student Satisfaction -Students will feel comfortable during (assessment) tests.Surveys were given to students at the end of the assessment process to determine if any problems existed that might cause a student to feel uncomfortable at the assessment center.Students and faculty will be satisfied with placement results based on the AWE English Placement Test.Surveys are distributed to each math class during the 5th and 6th weeks of classes to determine satisfaction of student placement.With implementation of SARS Call more students will attend initial placement test appointment, thus decreasing the no show rate.SARS Call will be implemented to remind students that they have a test appointment. Counseling Student Learning OutcomesActivitiesAs a result of a retreat for counseling department to include discussion of student notification of probation status and intervention. 100% of the counselors will have a clear understanding of the necessary counseling interventions to be prescribed.Counselors have been trained on the new probation policy and on the implementation of interventions.As a result of counseling services, 80% of students who are undecided will feel more confident about changing or deciding on a major/career.Counselors and advisors have the training and expertise to assist students in making decisions regarding career and educational goals.As a result of educational counseling services, 80% of students will be able to evaluate their progress towards goal completion and will be able to construct an educational plan appropriate to their goal.Counselors provide students with the necessary information related to majors and transfer requirements.Student level of satisfaction of on-line counseling services will increase by 10% from a 75% satisfaction level as reported in On-line Counseling Satisfaction Survey.Counselors who choose to participate in on-line counseling have adjusted as needed to the way they respond to students needs/issues related to this formatHow are you assessing the achievement of the outcomes? Various forms of assessment, including surveys, written reports, and data analysis have been implemented to determine whether the desired outcome is being met, or if there is a need to revise practices or procedures to achieve the outcomes. The annual Program Review documents progress toward achieving these outcomes. Each area of matriculation has determined the best approach to outcomes assessment and has implemented activities accordingly through Admissions and Records, Assessment, Counseling, Institutional Research. Assessment and Matriculation Student Learning OutcomesMethod of AssessmentCriterion for AssessmentStudents and faculty will be satisfied with placement results based on the Mt. SAC Math Placement Test.Math faculty will be surveyed regarding their satisfaction of students placed in their courses. Students will be surveyed regarding satisfaction of course placement.Faculty teaching LERN 48, LERN 49, MATH 50 and MATH 51 will feel that at least 75% of students placed in their courses were placed appropriately based upon the survey attached to documents. 75% of students placed in LERN 48, LERN 49, MATH 50 and MATH 51 will feel that they were placed appropriately based upon the survey attached to documents.Student Satisfaction -Students will feel comfortable during (assessment) tests.Students will be surveyed immediately as they exit the testing area. Assessment will be given to students by Assessment Center staff and summarized by the Research Office.80% of students surveyed will indicate "agree" or "strongly agree" on 4 out of 5 questions related to their comfort level during assessment testing.Students and faculty will be satisfied with placement results based on the AWE English Placement Test.English faculty will be surveyed regarding their satisfaction of students placed in their courses. Students will be surveyed regarding satisfaction of course placement.Faculty teaching LERN 81, English 67, English 68, and English 1A will feel that at least 75% of students placed in their courses were placed appropriately based upon the survey attached to documents. 75% of students placed in LERN 81, English 67, 68, 1A will feel that they were placed appropriately based upon the survey attached to documents.With implementation of SARS Call more students will attend initial placement test appointment, thus decreasing the no show rate.Use data provided by SARS to determine the number of students who attend a testing session and compare to current data75% of students who make an appointment for placement testing will attend a testing session after their first appointment Counseling Student Learning OutcomesMethod of AssessmentCriterion for AssessmentAs a result of a retreat for counseling department to include discussion of student notification of probation status and intervention. 100% of the counselors will have a clear understanding of the necessary counseling interventions to be prescribed.Counselors will be surveyed on a pre/post basis to measure their understanding of the new probation policy and the implementation of interventions.100% of counselors will be able to correctly discuss and apply the probation interventions.As a result of counseling services, 80% of students who are undecided will feel more confident about changing or deciding on a major/career.Students will complete a satisfaction survey designed to measure level of satisfaction and comfort with career counseling services.80% of students who utilize services and respond to satisfaction survey.As a result of educational counseling services, 80% of students will be able to evaluate their progress towards goal completion and will be able to construct an educational plan appropriate to their goal.Construction of an Educational plan.80% of students will be able to show their understanding of the educational planning process by constructing an educational plan.Student level of satisfaction of on-line counseling services will increase by 10% from a 75% satisfaction level as reported in On-line Counseling Satisfaction Survey.Students will be surveyed at the end of each semester to determine satisfaction level.The level of student satisfaction as reported on the On-line Counseling Satisfaction Survey will reflect a 10% increase by the end of 2008-2009. How have you used the assessment information to improve the services? The Assessment Center regularly distributes and compiles survey data related to students satisfaction with their placement levels. Data from the surveys have enabled Assessment to improve on things such as the manner in which staff assist and support students through the placement testing process. This data has also informed the Matriculation Committee and instruction departments about the appropriateness of assessment instruments and cut scores. Counseling department surveys and focus group interviews with students is informing them about avenues to improve the new student orientations. F. Compliance Student Eligibility While no student is prohibited from participating in matriculation, the Mt. SAC Board of Trustees has adopted policies specifying the grounds for exemptions for student participation in orientation, assessment, counseling, or advisement as required by Title 5. Orientation, counseling, advisement exemption criteria are: 1) enrollment in community services classes only; 2) possession of an Associate or higher degree from a regionally accredited institution; 3) attainment of 60 units or more from a regionally accredited institution; 4) selection and enrollment in a general interest class only. All students must meet course prerequisites. Assessment exemption criteria are: 1) enrollment in community services classes only; 2) selection and enrollment in a general interest class which does not have prerequisites; 3) verification of English or math eligibility based on course work at Vlog or other regionally accredited institutions; 4) verification of other test scores accepted by Vlog; 5) possession of an Associate or higher degree from a regionally accredited institution. Even prior to Title 5 changes adopted in June 2008, Mt. SAC Non-Credit programs required its ABE and ESL students to receive assessment and orientation prior to enrolling. In other words, they were not exempted just for being non-credit students. Student Services Admissions Are there significant student populations on campus that speak primary languages other than English? If yes, are there application materials available for these students in their native languages? The majority of applications are completed online via CCCApply. Paper applications are mostly generated by our High School Outreach program. While CCCApply is not offered in other languages, Admissions Office staff offers assistance in languages other than English including Spanish, Mandarin, Cantonese, Korean, Japanese, Vietnamese and sign language. Many of our High School Outreach staff members are bilingual (English/Spanish/Vietnamese) and are available to assist students at high school sites as they complete the application. The Admissions Office provides access to CCCApply to prospective students at an on campus computer lab which is either staffed by a bilingual staff member or provides access to a bilingual staff member if necessary. Orientation What modes of orientation are available to students? Orientation is available in person via a classroom based seminar or online. Orientation is mandatory for all new, non-exempt, first time students after students have applied to the college. Students must also have completed assessment prior to attending orientation since information regarding the use of assessment results in course selection is provided during the session. Orientations are also offered to students through EOPS and DSPS, as well as to students who are participants in the colleges Bridge Program. Counselors also provide students in non-credit ESL and Basic Skills with orientation to the colleges credit programs and requirements. Vlog also offers a course which students can take to familiarize themselves with college processes. Counseling 5 is offered each semester and also provides students with career and personality assessment to assist them in setting an educational goal. At the beginning of the registration period for fall semester, High School Outreach coordinates Connect 4, a program for first time matriculants which provides new students the opportunity go through on campus orientation and registration on the same day. High School Outreach staff also provide extensive services to our 44 district feeder high schools, including answering questions related to topics covered in orientation, in an effort to make the transition for high school to college a smooth one. Non-credit orientation sessions for students entering Adult Basic Education take place in the Adult Basic Education Center. Adult Diploma and GED Completion student orientations are offered twice weekly for each program, by appointment. Students in the High School Referral program of ABE must be accompanied by parents at an orientation which is available three times per week. It is also by appointment only. Non-credit ESL students take place in the colleges Language Center. New ESL students receive assessment, orientation, and registration in a one-stop session; these are scheduled on the same day each week and are available several times throughout the day and evening. Students do not need an appointment and are served on a first-come basis. Orientation information is available in multiple languages in print, on the web, and in person. Non-credit students transitioning to the credit program are provided specialized services and workshops, including priority registration. What topics are covered in orientation? Is there a script, PowerPoint presentation or outline available? If yes, please provide a copy. Orientation provides students with information on various topics that are essential for the success of Vlog students. The topics include information on academic requirements for transfer, degrees and certificates, assessment results and course selection, college and student responsibilities, support services including financial aid, rules and regulations including students right to challenge course prerequisites and corequisites, the use of the college catalog and schedule of classes, and the use of assessment results for course selection. An orientation handbook, a college catalog, and a student planner are given to all students at no cost. The orientation handbook can be used as a reference tool for students as they pursue their educational goals. PowerPoint presentations are utilized by counselors to assist them in covering the material. Non credit ABE orientations present the educational program requirements and provide one-on-one help for students to develop educational plans. Are modified modes of orientation available for ethnic or language minority groups? Other alternatives for orientation include those offered through EOPS, DSPS and the Bridge Program. High School Outreach also coordinates orientation at our feeder high schools. This service is provided by bilingual staff if necessary. Assessment Are all validation studies for the colleges assessment instruments up to date? Vlog uses locally developed or managed tests for placement in English, math, and reading. As required, local research has been submitted to the Chancellors Office, and each of these tests has been approved by the Chancellors Office for use at our college. Approval requires that the college provide extensive evidence of test appropriateness including test validity. For chemistry placement, the college participated with other colleges in the critical mass study, and the test has been approved by the Chancellors office. Non-credit ESL has developed and validated a computer adaptive test that has been approved by the Chancellors Office. Mt. SAC may be the only college that has gone through the test approval process for an instrument used solely for non-credit students. The ESL-CAP Test was developed by Mt. SAC ESL program staff, received probationary approval in 2003, and earned full approval in 2005. Each year since then, ESL has identified a student learning outcome to increase the item bank of the test by 10 to 40 percent, with each item undergoing validity and disproportionate impact studies. This SLO has been successfully reached each year. ESL faculty and students continue to contribute to the tests ongoing expansion and validation processes. During the past year, the ESL program began work on reprogramming the test onto a different computer platform (from SQL to Windows) so that it could be more easily shared with other community colleges. Describe the multiple measures and how they are regularly used for placement. Multiple measures for English include a questionnaire developed by English faculty. The English placement test (Assessment of Written English) is a writing sample that is read by at least two faculty members. If a student places at a high level of a particular English course, the questionnaire is considered and the facilitator of the AWE process can place the student higher or keep the same placement. Examples of multiple measures used are high school GPA, number of units planned, number of hours planning to work, other obligations, etc. Responses are used to get a sense of a students probability of success in a class. Math multiple measures take place for students scoring within two points of a level of placement. Students within this range of placement are referred to a counselor, math faculty member, Dean of Natural Science, Dean of Counseling, or Director of Assessment and Matriculation. Students are placed at a higher level or remain at the same level after meeting with the faculty member, counselor, director or dean. Examples of multiple measures used are high school GPA, number of units planned, number of hours planning to work, other obligations, etc. Responses are used to get a sense of a students probability of success in a class. Reading faculty have adopted the same process as the math faculty for implementing multiple measures. Due to the effectiveness of having students meet with faculty or instructional managers, reading faculty will adopt the same model when the college changes over to Banner. Identify the test instruments used for placement. Assessment instruments used by Vlog are as follows: Locally developed or managed assessment instruments currently used by Vlog are as follows: ASSESSMENT OF WRITTEN ENGLISH (AWE)Full ApprovalApproval Until July 1, 2009DEGREES OF READING POWER (DRP)Full ApprovalApproval Until July 1, 2012MATH PLACEMENT TESTFull ApprovalApproval Until July 1, 2014ESL COMPUTER ADAPTIVE PLACEMENT TESTFull ApprovalApproval Until July 1, 2009 Other tests currently used by Mt. SAC, and approved by the Chancellors Office are: MDTP Elementary Algebra Test MDTP Intermediate Algebra Test MDTP Pre Calculus Test CDTP Chemistry Placement Test Counseling and Advising How do you address the counseling needs of: Students who speak languages other than English? Faculty and staff are available to assist our diverse student population. Counselors are available upon request to assist students who speak Spanish, Korean, Vietnamese, Chinese, sign language or even Swahili. Non-credit bilingual staff, representing similar languages, assist when needed. Evening/weekend students? Counseling and other student services are available Monday through Thursday until 7:00 pm for most of the year. Online counseling is available to all students, but is particularly geared to distance learning and weekend college students. Weekend services are no longer provided in person after careful assessment discovered a widespread under-utilization of this service. Online counseling has enabled students to make contact directly with a counselor and to receive a timely response on almost a 24-7 basis. Non-credit counselors and advisors are available morning through late evening Monday through Thursdays. Students attending summer or inter-sessions? Counseling and all other Student Services are available throughout the summer and winter inter-sessions. Hours of service remain the same during these sessions as for fall and spring semesters. Students who are only distance education students? Most distance education students attend orientation on campus where they can meet with a counselor and determine whether to come to campus or choose to utilize our online counseling process. Other students who seek online counseling support? Online counseling is available to all students. Describe how paraprofessionals are used in the provision of counseling/advising services. Educational Advisors play a vital role in the educational development of our students. Advisors assist students with developing their educational plans and help undecided students determine which classes to take during the first semester of attendance. Advisors play a role in orientations and transfer, working hand in hand with counselors to assure that students receive the information they need to be successful. Advisors also play a role in Connect 4, the Bridge Program, High School Outreach, Financial Aid, Honors Program, ASPIRE, CalWORKS, DSPS and EOPS. For non-credit students, Educational Advisors and student specialists provide individual and group assistance to students for developing or amending their educational plans. Describe the activities associated with developing Student Educational Plans (SEPs) At what point in the counseling/advising process is the SEP initiated? During orientation, each student is provided with information on the importance or the Student Educational Plan. At the end of each orientation session, students are assisted with the development of an initial educational plan based on assessment results with the intent of taking appropriate courses during the first semester. They are then advised to make an appointment for further counseling and the development of the SEP during the semester. SEPs are also developed through Counseling classes, the Summer Bridge Program, EOPS, CARE, CalWORKs, DSP&S, ASPIRE and Financial Aid. An automated educational planning tool, Degree Works is slated for implementation for Fall 2010. Non-credit ESL students are brought by classes to a computer lab each semester where they are assisted in entering or updating an individual learning plan. This plan, which is organized very similarly to a credit students Educational Plan, is tracked in a locally-developed ESL student database along with supplemental enrollment and course completion data. (Enrollment and registration data are also stored in Mt. SACs ICCIS system.) Counselors and the student specialist can easily access a students plan using this database. In non-credit Adult Basic Education, student educational plans are developed during one-on-one sessions. These plans are stored in the individual student records. ABE also uses local software and hardware resources to help track student plans and performance. Every student in Adult Diploma, GED preparation, and High School Referral programs has a personal educational plan on record. How many SEPs are written by counselors or advisors each term? As mentioned earlier, the number of students who made appointments for assistance with the development of educational plans and completed those plans is 3,074. This number does not include those students who made a general counseling or advising appointment and developed an educational plan during those sessions, nor does it reflect the educational plans developed in EOPS, DSPS, CARE, CalWORKs, Bridge, or Financial Aid. For that reason, the number of students who actually developed an educational plan with a counselor of advisor is actually much higher. How often are the SEPs reviewed and updated? SEPs are reviewed each time a student meets with a counselor or advisor. If necessary, such as if students change their major, the SEP will be updated after review to assure the students current situation and educational goals. SEPs are more frequently reviewed in EOPS, CARE, CalWORKs, DSP&S and Financial Aid for students enrolled in those programs. Are SEPs available in an electronic format? Some counselors have developed their own method of developing educational plans electronically, but the counseling department has not formally adopted a consistently applied electronic method of SEP development. Degree Works, the electronic educational plan, will be tested and implemented in Banner by Fall of 2010. Student Follow-up Describe the follow-up services provided for students who are in probation or dismissal status, basic skills, undecided, provided by the college: How are students selected for follow-up? Students on academic probation for a second consecutive semester are required to participate in a Probation Workshop in order to maintain their enrollment status. During the Workshop, referrals to campus and community services are made, as well as recommendations for specialized coursework designed to address issues which may be impacting a students academic performance. Depending on the students continuing academic status, the student may be required to participate in further interventions related to their probationary status, including a student contract, counseling, and limit of unit enrollment. The non credit ABE student database is used to track enrollment and progress through classes. A separate graduation tracking system flags students who are within 20 credits of high school graduation; these students are then put on a track with more frequent counseling appointments to help them accomplish the more intensive educational and logistical requirements for graduation. ESL and ABE counseling teams and student services staff work together to provide workshops and other resources for students moving into credit programs of the college. Students nearing eligibility to become credit students receive information and guidance on completing their application, going through the credit assessment process, and the student services available to credit students. Because ESL courses at the high intermediate through advanced levels are articulated with credit ESL, called Vlog, students who pass ESL levels 4-6 may move into Vlog without further assessment. ESL counselors work with the Vlog department to schedule opportunities for ESL students to visit Vlog classes. How do instructional faculty participate in follow-up? Professors regularly refer students who are having difficulty in class and may need academic advising, guidance, tutoring or follow-up with Counseling, EOPS, CARE, CalWORKs and DSPS. Categorical program faculty work with instructional faculty to work on plans to increase students educational success in their classes. They closely monitor students performance and maintain close contact with instructors to facilitate early alerts. ABE counselors and advisors play a significant role in the process described above. Instructors refer students to counselors as a first response whenever students show signs of stress, cultural disorientation, or significant difficulty with class work. Counselors track their visits with students using the ESL database. Does the college utilize an Early Alert Program? EOP&S students, student athletes, ASPIRE, student government and probation students participate in an Early Alert effort which includes faculty generated progress reports. The Dean of Counseling and the counseling department are in the process of developing an early alert and follow-up program to be adapted for use with all students. Program Requirements Coordination and Training Identify who is responsible for each matriculation component and the process used to keep staff up-to-date on matriculation requirements. Overall coordination for credit matriculation is the responsibility of the Director, Assessment and Matriculation under the supervision and guidance of the Vice President, Student Services. Others directly responsible for specific components are the Dean, Enrollment Management (Admissions), Dean, Counseling (Orientation, Counseling/Advising, and Follow-Up), Director, Institutional Research and Planning (Research and Evaluation), and the Dean, Instruction (Prerequisites, Corequisites and Advisories). Non-Credit Matriculation is the responsibility of the Dean, Continuing Education. The Dean designates a representative from the division to sit on the Assessment and Matriculation Committee. The representative also serves as a communication liaison between credit and non-credit. Updates from both areas are given at each committee meeting. Faculty at Vlog have historically been active in and supportive of the colleges matriculation efforts. Matriculation plays a major role in many areas on campus and the administrators and staff responsible each component are active in campus governance. The Assessment and Matriculation Committee reports directly the Student Preparation and Success Council, and the Academic Senate is responsible to support, approve and implement many of the decisions or recommendations made by the committee. In an effort to provide the most comprehensive and efficient means of communication to the campus community, the committee membership is comprised of representatives of departments that play active roles in both matriculation and college governance. Membership includes representatives from the departments of English, Math, Reading, Learning Assistance, Counseling and American Language (credit ESL). Other members are the Dean of Counseling, the Director of Research and Planning, and a designee of the Dean, Continuing Education. The Director, Assessment and Matriculation co-chairs the committee with a member of the faculty. What types of matriculation training are provided to faculty, staff and administrators? Each member of the Assessment and Matriculation Committee represents the committee at department meetings, managers meetings, council meetings and Academic Senate meetings to update the campus community on issues related to matriculation. Student Services staff are updated at department meetings, division meetings, staff retreats, and division-wide retreats. The Director of Assessment and Matriculation meets with faculty at department meetings upon request. Periodically, matriculation issues are on the agenda on flex day either for all faculty or during a department flex day activity. Matriculation training is regularly provided to Student Services faculty and staff. The Matriculation Plan was recently reviewed thoroughly by the Assessment and Matriculation Committee, the Student Preparation and Success Council, and the Academic Senate, prior to approval and submission. This enabled each governance group to have training on the regulations associated with matriculation and the various components and activities, expectations and outcomes of matriculation. Research and Evaluation Describe the resources available and committed for matriculation research. The Director of Research and Institutional Effectiveness and the staff of the research office have always been supportive and responsive to requests for specific research activities needed for all components of matriculation. While matriculation funds are not expended on research staff, institutional support for matriculation research is strong and RIE has dedicated staff to conduct the research necessary to improve and effectively provide services to students. Assistance in completing validation studies and disproportionate impact studies have been supplied by Research and Institutional Effectiveness. Describe the research agenda supporting matriculation and what studies have been completed. Research and Institutional Effectiveness is responsive to the research needs of matriculation. As an ongoing member of the Assessment and Matriculation Committee, the Director of RIE or designee is actively involved in the establishing the colleges research agenda as it relates to matriculation research. The office has supported matriculation by providing the committee and the campus as a whole with research findings regarding: Research related to English, math and reading placement and student success; Research on test instrument validity Disproportionate impact studies Cut score validity Critical mass studies for the chemistry placement test (CDTP) Additionally, the RIE staff have presented research findings to the Student Preparation and Success Council regarding student entrance surveys (CIRP), student satisfaction studies, and persistence studies. Prerequisites, Corequisites and Advisories on Recommended Preparation Are there local board-adopted policies governing prerequisites? Vlog Board Policy 4260 specifically addresses prerequisites as required by Title 5 regulations. Have all prerequisites been approved by the curriculum committee? All prerequisites, corequisites and advisories have been approved by the Educational Design Committee (Curriculum Committee) after faculty members from specific disciplines have determined through course content review. Prerequisites have been validated and all validated prerequisites are enforced as required by Title 5. Does the college follow the Model District Policy? The Model District Policy has been adopted and is followed for prerequisite development, adoption and implementation. Funding, Expenditures and Accountability Are you familiar with the distinctions between the formulas and their elements and how these determine the college/district allocation(s)? Would you like technical assistance in this area? Although the funding elements and requirements for funding matriculation efforts are somewhat complex, the Matriculation Allocation Fact Sheet provided by the Chancellors Office in September 2005 summarizes the formulas for providing funds to Credit and Non-Credit Matriculation. The Director of Assessment and Matriculation and the Vice President of Student Services monitor the allocation for credit matriculation. The Dean of Continuing Education and Vice President of Instruction monitor the non-credit matriculation allocation. Both divisions work closely with IT and the accounting office to assure that the college is allocated the appropriate funds from the Chancellors Office. However, additional review in this area is recommended, especially with respect to the classification of classes as basic skills. How do you ensure that Matriculation funds are only used to pay for allowable matriculation expenditures? The Vice Presidents of both Student Services and Instruction along with the Director of Assessment and Matriculation and Dean of Continuing Education work with the college accounting office to ensure that expenditures are allowable. The colleges independent auditors verify that the college does not expend funds inappropriately. Describe the process for developing and approving the Matriculation Budget and Expenditures. Prior to receiving the allocation for a fiscal year, the district projects at 95% of the previous years budget. Upon receiving the annual allocation, the Director of Assessment and Matriculation and the Vice President of Student Services review the allocation to determine that it is correct. The Vice President reviews the budget with the President and his cabinet. The budget, along with proposed expenditures, is sent to the Board of Trustees for review and approval. Identify the process for completing the Matriculation Year-End Report and relationship to the districts year-end program accounting. Data is compiled and summarized by the accounting office, and sent to the Director of Assessment and Matriculation and Vice President of Student Services for review. If accurate the Director signs for approval and obtains the required signatures needed to submit to the Chancellors Office. DISABLED STUDENT PROGRAMS AND SERVICES Disabled Student Programs & Services (DSPS) III. Program-Specific Self-Evaluation A. Management Information System (MIS) Data Reporting: How is the categorical program director involved in the review of MIS data before it is submitted to the System Office? The DSPS Office maintains a separate database of all DSPS students served, which includes only the numbers of students served each term, their disability category, and number of contacts with the DSPS office. This database is compared to the DSPS MIS report the Colleges Information Technology (IT) Department prepares. If there are discrepancies, these are resolved prior to IT submitting the report to the Chancellors Office. Do the data appear to be accurate? Do the numbers of students in the MIS report match your program records? The DSPS MIS Semester Report data received from the Chancellors Office relative to numbers of DSPS students served is accurate. Only the numbers of DSPS students served and Access numbers match the Mt. SAC data. However the financial aid, persistence, course completion, progress and success numbers are not verifiable as DSPS does not keep separate records on these elements. If the data does not appear to be accurate, identify the problem (e.g. too many or too few participants listed; demographics seem incorrect, etc.). Document the process used to identify the problem. Share this information with the college information technology services staff to determine ways to correct your MIS reporting. Of particular concern are the course completion, basic skills, workforce development categories which appear to be lower than the success rates in the same categories for all Mt. SAC students. The reported trend among other community colleges is that overall success rates for DSPS students are higher compared to the general college population. Mt. SAC received two sets of data. In the first set of data, DSPS students success rate was higher than the general college population. It was discovered that these data included non-credit students in the calculation for credit students success. When these non-credit students were removed from the data, a second set of data were received which showed that Mt. SAC DSPS students overall success rates are lower than the general Mt. SAC population. Because Mt. SAC DSPS does not maintain their own separate database including these success elements, it is unclear as to whether or not the data are accurate. Further, this discrepancy leads us to wonder if the trend reported by other college DSPS programs includes non-credit students as our first set of data indicated. Additionally, other Chancellors Office data relative to financial aid and academic success rates were not verifiable by Mt. SAC and therefore could not be judged as accurate or inaccurate. These factors have resulted in a realization by DSPS that the DSPS office needs to maintain its own separate database to be able to report on the success of DSPS students. B. Access How does the program compare with the total college demographic data? Over the last three MIS data reporting periods, DSPS students comprised 2.17%-2.39% of the general college population, with a slightly lower female population and slightly higher male population compared to the general college population. DSPS serves a higher population of African American students, Native American students, Latino, and White students than the general college population, except for a lower percentage of students with disabilities who are Asian, Pacific Islanders and Filipino. This trend has remained static in the last three MIS data periods. DSPS reports a lower percentage of students who are younger than 20 and older than 50, as compared to the general college population -- a trend that has remained constant over the last three years. Describe the areas where you have concerns about access. We are concerned about DSPS access for students younger than 20, however the percentages are growing at the same rate than the general college population. The concern is whether or not DSPS is appropriately reaching out to the recently graduated high school youth with disabilities; particularly with the recent move to integrate outreach services with the campus general High School Outreach Program. A greater area of concern is the lower rates of DSPS students who are of Asian, Filipino or Pacific Islander descent. Please describe any plans in place for improving access. The cultural stigmas that exist for certain ethnic groups in accepting a disability can frequently have a negative impact on seeking assistance. This factor may be contributing to lower percentages of Asian, Filipino and Pacific Islander students with disabilities being served by DSPS as well as by the college. DSPS will develop strategies to reach out to this population of students to de-stigmatizing disability services by working through our Student Equity Committee and the general Counseling Department to address these issues. In the near future, the College will complete its Self Evaluation / Transition Plan to identify physical and programmatic access issues. Areas identified will assist the College to improve general access for all students. What programs and services do you feel specifically contribute to student access at your college? Why? The Colleges High School Outreach Department does an excellent job in recruiting students to the College. They visit local high schools and provide placement testing with accommodations to special education high school students as well as provide information about DSPS. DSPS combines outreach efforts with the Colleges High School Outreach Department. Examples include Seniors Day and Connect 4. Previous DSPS outreach events were separate and feedback from students resulted in this shift to integration. To address the information needs of parents and those students who need more DSPS information than provided in the High School Outreach Departments events, DSPS own newly-created Parent-Student Open House event promotes DSPS services to students while they are still in high school and invites their parents to attend. This event was developed to encourage students under 20 to attend the College and register for DSPS services. DSPS involvement in the Colleges Student Equity Committee has contributed to the Colleges overall awareness of access issues surrounding students with disabilities. Remodeling of the DSPS front counter to provide more confidentiality for students has eased students concerns about maintaining privacy. For a college this size, at first blush, the numbers of students with disabilities seem disproportionately small. However, the Department has embraced universal design principles and is conducting workshops and seminars on the topic for faculty and staff. We hope that the reason for this is because of the colleges understanding and subsequent application of universal design principles, the need for accommodations and special adaption is decreasing and thus the need for some students to get these services from DSPS is also diminishing. While we have no empirical data to support that claim, the more workshops we conduct on the topic, the more we hear professors say that they already use many universal design instructional strategies. Professors also state they are often concerned about students who identify themselves as having disabilities but dont really believe they need DSPS services. C. Progress How well do the students served by your program perform compared to the total college population? DSPS students persist from Fall to Spring and to the following Fall at much higher rates than the general student population by as much as 10% in some cases. For academic year 2004-05, DSPS students persisted from fall to spring at a rate of 76.88%. The rate of all Mt. SAC students was 67.49%; a difference of 9.39%. In 2005-06 DSPS students persisted at a rate 77.78%, compared to the rate of all Mt. SAC students--68.05%; a difference of 9.73%. The data for 2006-07 show DSPS students persisting at a rate of 73.86%, compared to all Mt. SAC students who persisted at a rate of 63.76%; a difference of 10.1%. DSPS students also persisted at a rate higher than the rate of all Mt. SAC students from one fall term to the next fall term. For Academic Year 2004-05; DSPS students persisted at a rate that was 11.85% higher than the rate for all Mt. SAC students (59.82% and 47.97%, respectively). In 2005-06, the rate of DSPS students persisting from fall to the next fall term was 8.92% higher than that of all Mt. SAC students (57.18%, and 48.26%, respectively). Finally, the 2006-07 rate for DSPS students was 9.4% higher than that of the all Mt. SAC students (57.89% and 48.49%, respectively). As reported earlier, limitations based on the data received, make it impossible to accurately determine whether or not progress rates are higher or lower than the general college rates. Describe areas where you have concern about student progress. The charge of DSPS departments across the California Community College system has always been about access. Specifically, access to the college, to educational programs, to classroom instruction and general access to campus life--without the guarantee of success has been DSPS mission. This hefty goal has consumed much of the limited resources available to DSPS offices. Access to education for DSPS students is considered a measure of success in and of itself. Thus, goals falling under the traditional definitions progress and success have taken a back seat to access. Understandably, this is not a popular direction among high level administrators and the legislation who continue to demand more accountability in education. Unlike other student services programs, DSPS has disadvantages that are virtually impossible to overcome or address legally. While very successful programs have specific qualifications and can cap their programs when they reach maximum capacity, DSPS can not. DSPS must accept all students who have professionally verified disabilities with resulting educational limitations regardless of the programs capacity, students GPA, number of units and types of classes taken. Quite certainly, there are DSPS students enrolled at Mt. SAC whose major goal is not academic achievement; just social integration and adjustment. Progress and success for them can be defined as merely attending the college, not necessarily earning a C grade or better, and certainly not the achievement of a certificate, degree or transfer. By the nature of the programs that offer specific services to certain groups of students, the students typically have some type of limitation that the program addresses. Perhaps it is financial difficulty, child care issues or lack of preparation. Many DSPS students have these limitations as well as the limitations caused by their disabilities which are sometimes mitigated by the accommodations DSPS provides, sometimes not. In spite of heroic accommodation efforts, a large percentage of DSPS students will not progress and succeed at the same rates as their non-disabled peers due to the limitations above and beyond any accommodations DSPS can provide. This should always be taken into account and not ever be considered lack of success on part of DSPS or its students. What programs and services do you feel specifically contribute to the progress of students at your college? Why? We believe the following courses, programs, centers and initiatives have contributed to DSPS students success: Noncredit courses offered by DSPS at the High Tech Center via adaptive software and hardware DSPS At Risk Management program offering extra support for students who are on probation Academic Strategies for Students with Disabilities (DSPS 30) credit course Learning Assistance Centers flexibility in their provision of additional and one-on-one tutoring for DSPS students General College facultys desire to promote success in all students and their use of instructional methods, such as universal design, that benefit all students. D. Success How well do the students served by your program perform compared to the total college population? Data limitations noted earlier make accurate comparisons between DSPS students and total Mt. SAC students impossible. Success percentages were not provided by the Chancellors Office as Mt. SAC could not replicate the methodology that was used to report the data and thus could not verify the accuracy of the data. Only raw numbers were provided. The Mt. SAC Research Office has provided some success data for DSPS students for the Colleges Student Equity Report; which is also different that the data provided by the Chancellors Office. The Mt. SAC Research Office data shows that in Academic Year 2004-05, 50 DSPS students achieved Associates degrees (3.6% of the total DSPS population); and 71 DSPS students completed certificates (5.1%) . Academic Year 2005-06 shows us 66 DSPS students earned Associates degrees (4.6%); and 37 DSPS students completed certificates (2.6%). For Academic Year 2006-07, 71 DSPS students earned Associates degrees (5.4%); and 75 DSPS students completed certificates (5.2%). Transfer numbers are not available. This fact was realized by DSPS last year. This is why one of the major DSPS objectives this academic year is to track the number of DSPS transfers and DSPS transfer-ready students to create a baseline and work toward increasing the rates. 2. Describe areas where you have concern about student success. Based on the difficulty in obtaining accurate data from the Chancellors Office regarding the success rates of DSPS students, it has become abundantly clear that the DSPS office at Mt. SAC will continue to work together with the Colleges Research Office in order to accurately report the success of DSPS students as compared to the general college population. While traditional definitions of progress and success will continue to be secondary goals of the DSPS office, they are goals nonetheless for which we will strive to improve. 3. What programs and services do you feel specifically contribute to the success of students at your college? Why? The College has a Career & Transfer Center which is providing excellent service to all Mt. SAC students, including DSPS students. DSPS has made it a departmental priority to focus on tracking, promoting and increasing transfer in our students. We have created a database to track all students who are transfer-ready. We will be promoting transfer-related activities by sending out targeted mailers and special messages via the Web. While all DSPS faculty work with students on transfer goals, a DSPS counselor works specifically with 4-year institutions Disabled Student Services departments to facilitate contacts for our students. Finally weve created a Transition Portfolio to prepare students with the information they will need to successfully transfer to 4-year institutions. This is a relatively new project for DSPS initiated in academic year 2006-07. As we continue and refine our efforts, we should see an increase in the percentages of DSPS students transferring to 4-year institutions. D. Student Learning Outcomes What are the SLOs for each categorical program? Students with disabilities will demonstrate an increased level of personal responsibility and self advocacy. Students who successfully complete DSPS 30 (Academic Success Strategies) will report using a wider variety of learning strategies and supports. Students who successfully complete DSPS 30 (Academic Success Strategies) will feel it helped them be more successful and confident in the associated class(es). Students who complete DSPS 20 (Improving Spelling and Reading of Words) will show improved reading and spelling of words by applying related vowel rules by the end of the semester. What process was used (or plan to use) to develop these outcomes? The College has adopted the 5-column model and it is expected that all Departments on campus use this model. An SLO Committee was developed to assist the campus community in creating Department-specific SLOs. The College has also allowed the development of Administrative Unit Objectives for Departments that wish to address effectiveness and efficiency of their operation. Faculty and staff working in DSPS developed both SLOs and AUOs together as a team. What types of activities are you conducting in order to achieve these outcomes? DSPS Student Learning OutcomesActivitiesStudents with disabilities will demonstrate an increased level of personal responsibility and self advocacy.This SLO was to be assessed via follow through on part of the students with their accommodation plans. It is currently on hold until our new MIS, Banner, is implemented and appropriate programs are written to provide the necessary data to assess this SLO.Students who successfully complete DSPS 30 (Academic Success Strategies For Students With Disabilities) will report using a wider variety of learning strategies and supports.Survey results indicated that the strategies showing the most improvement were ones introduced through the mini-lecture technique followed by group activity, we plan to increase the use of the mini-lecture format for introducing the activities. In doing so, the format of the class will be changing from primarily a lab to primarily lecture. Therefore, re-writing DSPS 30 as a lecture format is recommended.Students who successfully complete DSPS 30 (Academic Success Strategies For Students With Disabilities) will feel it helped them be more successful and confident in the associated class (es). Results indicated that 97% of the students surveyed reported more success in their other classes. Therefore, professors will continue to offer topic-specific academic support. Students who complete DSPS 20 (Improving Spelling and Reading of Words) will show improved reading and spelling of words by applying related vowel rules by the end of the semester.Data is scheduled for collection in Fall 08. Therefore, no activities have yet been planned. The following are the activities planned to collect data: A pretest before teaching the vowel rules and post test after teaching the vowel rules will be administered by the DSPS 20 Professor. Seventy percent (70%) of the students who complete DSPS 20 will show a 20% improvement in reading after being instructed on the vowel rules. The Research Office will assist the DSPS 20 Professor in compiling, summarizing and analyzing the data.  How are you assessing the achievement of the outcomes? DSPS Student Learning OutcomesMethod of AssessmentCriterion for AssessmentDSPS 20 - Improving Spelling and Reading of Words. Students who complete DSPS 20 will show improved reading and spelling of words by applying related vowel rules by the end of the semester. A pretest before teaching the vowel rules and post test after teaching the vowel rules will be administered by the DSPS 20 Professor. Seventy percent (70%) of the students who complete DSPS 20 will show a 20% improvement in reading after being instructed on the vowel rules. The Research Office will assist the DSPS 20 Professor in compiling, summarizing and analyzing the data.Seventy percent (70%) of the students who complete DSPS 20 will show a 20% improvement in reading after being instructed on the vowel rules.DSPS 30 - Academic Success Strategies for Students with Disabilities. Students who successfully complete DSPS 30 will feel it helped them be more successful and confident in the associated class (es).In a survey given by the DSPS 30 Professor at the 14th week of instruction, the student will report whether they felt DSPS 30 helped them be more successful and confident in their associated classes (es). The Research Office will compile, summarize and analyze the data.At least 50% of the students surveyed will report use of more supports and/or strategies by the end of the semester when compared to the beginning.DSPS 30 - Academic Success Strategies for Students with Disabilities. Students who successfully complete DSPS 30 will report using a wider variety of learning strategies and supports.Students will complete a survey given by their DSPS 30 Professor the second week of the class and then again at the 14th week of class. The survey is designed to identify which supports and strategies they use and contributes to their success. The Research Office will compile, summarize and analyze the data.At least 50% of the students surveyed will report use of more supports and/or strategies by the end of the semester when compared to the beginning.(Currently on hold.) Self Advocacy - Students with disabilities will demonstrate an increased level of personal responsibility and self advocacy.Classroom/testing accommodations using the Student Request for Classroom Accommodations form.Students will request accommodations that have been recommended by DSPS. How have you used the assessment information to improve the services? There were two SLOs developed for DSPS 30, Academic Success Strategies that have been completed through the five-column model. The first was about students implementing a variety of learning strategies to assist them in their classes resulted in the finding that those strategies presented in mini-lecture format were reported to be the most successful for students. This led to the conclusion that the course needs to be re-written from a laboratory format to primarily a lecture format. The second SLO is related to students self report about their increased success and confidence level in other classes as a result of completing the DSPS 30 class. When surveyed at the end of the Fall 2007 semester, 97% of the students surveyed felt that DSPS 30 helped them be more successful in their other classes. Such a high percentage of students reported positively to this survey that no further changes in the course material were indicated. F. Compliance 1. Student Eligibility Disabled Student Programs & Services provides support services, specialized instruction and educational accommodations to students with disabilities so they can participate fully and benefit equitably in college life. These provisions assist Vlog in meeting the requirements set forth in Sections 504 and 508 of the Rehabilitation Act of 1973, State Government Code sections 11135-11139.5, and the Americans with Disabilities Act (ADA) of 1990. In an effort to maximize the independence and integration of students with disabilities, the College provides services and instruction to students with disabilities pursuant to Title 5, Section 56000, Education Code Sections 67310-12 and 84850. The College defines a qualified student with a disability as one who has a professionally documented impairment which limits one or more major life activities and which imposes an educational limitation as defined in Section 56004 of Title 5. Equal opportunity and access is the determining factor in the decision to provide services and accommodations for students with disabilities. Each determination is made on an individual basis in the following way: The student completes a DSPS Application for Services The student is required to provide DSPS with professional, written documentation verifying a medical condition or disability If no documentation is available and obtaining such documentation presents a hardship on the student and the disability is observable, the DSPS Director may provide visual verification and complete a Verification of Medical or Psychological Conditions Form specifying the fact that the disability was visually observed. Finally, if no documentation is available and/or the student has been referred to DSPS for assessment, DSPS will perform only the following assessments to determine eligibility for services: Learning Disabilities following the Learning Disability Eligibility Model guidelines and/or Speech and Language Disorders. The student and the DSPS counselor together identify educational limitations based on the professional documentation or the assessment performed at the college and the students own life experiences and determines academic accommodations to mitigate the limitations. DSPS notifies and assists each of the students professors in providing the accommodations. Student and DSPS counselor evaluate the accommodations yearly during the updating of the Student Education Contract. DSPS is a voluntary program and students with disabilities who elect not to participate, may still receive academic accommodations by following steps 2-7 above with the Colleges 504/ADA Coordinator. 2. Student Services 1. Describe the procedures for preparing, monitoring and annually updating the Student Education Contract (SEC). What methods are being used to evaluate student progress? Mt. SAC has a Student Education Contract form which is completed by the counselor in conjunction with the student upon their first meeting. The form includes the students educational goals, measures by which to evaluate progress and a list of services and accommodations to be provided by DSPS to mitigate the students disability-related limitations. The DSPS Student Services Program Specialist monitors the SECs and invites the student to make their annual appointment with their counselor to document progress. The SEC may be modified at any time. The SEC is minimally updated by the DSPS counselor and the student during the SEC annual meeting. Progress for credit classes is determined using the Colleges academic standards pursuant to Title 5, Section 55756 of Cs or better in courses taken that year. Retention, persistence and time at Mt. SAC are also factors used to determine overall progress toward the students overall educational goals. Progress in non-credit courses are determined by working with the student and with the counselor and the professor to determine attendance and meeting of the measurable objectives as outlined in the official course outline. The DSPS counselor also reviews the Educational Accommodations at any time and especially during this time with the student to ensure that they continue to be appropriate and makes adjustments as necessary. (Title 5, Section 56022.) 2. Describe how regulations, policies. Legal opinions, US Department of Education. Office for Civil Rights (OCR) decisions and administrative directives are incorporated into DSPS program operations and service delivery. DSPS was founded on AB 77 funds, developed according to Title 5 Sections 504 and 508, and ADA, and continues to evolve based on the latest developments in the field. DSPS faculty and staff have remained up-to-date by attending conferences, trainings, seminars, ongoing referrals and references to existing regulations and guidelines, and reading literature. One of the most helpful monthly publications is LRPs Disability Compliance for Higher Education. Various internet websites, such as the California Department of Education, U. S. Department of Education and Office for Civil Rights, U.S. Department of Justice-ADA Home Page, Chancellors Office California Community Colleges, Association for Higher Education And Disability (AHEAD), and California Association for Higher Education and Disability (CAPED) are also used for reference and the latest updates. These practices and resources have assisted DSPS in knowing and incorporating the latest developments into service delivery. In order to maintain a vibrant, relevant and successful program, DSPS applies the most recent developments and best practices to achieve a synergistic relationship with the Mt. SAC community. 3. Program Requirements 1. Describe the role of the advisory committee, identify the composition of the advisory committee representatives, the frequency of the meetings, and attach minutes form the two most recent meetings. The DSPS Advisory Boards purpose is to provide direction and advice to the DSPS program. Via a mutual exchange of information, the campus community also learns about DSPS initiatives, projects and events and provides feedback to the program. This forum also provides opportunities to work out glitches in the system of serving mutual students that is beneficial to all students and programs represented. The Advisory Board meets annually; seventy representatives are invited from the following areas: Representatives from K-12, L.A. County Department of Education, Department of Rehabilitation, Regional Center, Casa Colina, local CSUs, Center for Independent Living, ACCESS transportation services, relevant community agencies such as RFBD and Braille Institute, selected Mt. SAC general faculty, staff, and administrators; and, of course, DSPS students. (Title 5, Section 56050) The most recent meeting was held on October 30, 2008 with 23 members in attendance representing a variety of areas including instruction and student services at Mt. SAC, current and former DSPS students, DSPS staff, local k-12 school districts, Department of Rehabilitation, Recordings for the Blind and Dyslexic, and universities. Meeting agenda items included: DSPS updates, growth and challenges in alternate media, transition plan/self evaluation, veterans services, and most importantly brainstorming of issues and solutions from the board members. 2.Identify the individual designated as the DSPS Coordinator and how the individual serving in this position meets the minimum qualifications. DSPS Director for the last 12 years, Grace Hanson, has a Masters degree in vocational education, teacher preparation, with a specialization in students with disabilities in higher education. She also has 27 years of experience working with individuals with disabilities in a variety of settings, including injured workers, private, non-profit work training centers, and 20 years at Mt. SACs DSPS program. (Title 5, Section 56048) 3. List and describe each of the positions funded by or supporting DSPS and how the individuals serving in these positions meet the minimum qualifications. Current Staffing Patterns # Classification FTE/Schedule Position  Hours/ Week Funding source(s) DSPS Other1Manager 1 FTE--12 mos.Director, DSPS, 40+100%2Faculty 2 FTE--11 mos.Counselors/LD Specialists32 each100%1Faculty 1 FTE--11 mos.Counselor/LD Specialist32 12%88% District1Faculty 1 FTE--11 mos.Counselor-DHH32 78.019%21.981% District2Faculty 2 FTE--11 mos.Instructional Specialists--ABI/High Tech Center/Adaptive Technology32 each 100%1Faculty .5 FTE--10 mos.Instructional Specialist--Speech & Language16100%1Faculty .56 FTEAdjunct Counselor18 100% District1Faculty .313 FTE--11 mos.Adjunct Instructional Specialist--High Tech Center10Continuing Education1Faculty .56 FTE--11 mos.Adjunct Instructional Specialist--High Tech Center18 100% All the aforementioned positions were filled in accordance with Section 56048 and Mt. SAC Human Resources policies and procedures. Classified, hourly and student assistant personnel also meet minimum qualifications set for by Vlog Office of Human Resources and DSPS. 4. Funding, Expenditures and Accountability 1. Describe how DSPS funding is being used to provide support services and /or instruction to students with disabilities. All DSPS funds are separately accounted for by the Colleges Fiscal Services and are coded categorical to be used only for direct services, instruction, and equipment for DSPS students. The DSPS Director, with oversight by the Dean of Student Services has complete authority over the funds and strictly adheres to Title 5, Sections 56060-56074 when authorizing expenditures. The DSPS Director strictly monitors DSPS staff in their oversight over the eligibility of students to receive services and the appropriate provision of services to DSPS students. Appropriate forms and mechanisms are in place to track student eligibility and student use of services. 2. How is revenue from special classes for students with disabilities being accounted for by the College? DSPS works very closely with the Colleges Fiscal Services office to provide fiscal accountability. FTES generated by special classes are collected by the Colleges MIS and reported in the Year End Report to the Chancellors Office. The District funds DSPS faculty and support personnel above and beyond the yearly amount the FTES from special classes generate. DSPS has systems in place to ensure that if DSPS pays for the instructor to teach a DSPS class, 50% plus 1 student must be DSPS eligible. 3. Describe the process for developing and approving the DSPS Budget and Expenditures. The DSPS Director uses the information provided by Fiscal Services on current permanent faculty and staff salaries and benefits, calculates hourly costs based on the prior years expenditures, and plans for growth in developing a budget. The College encourages a tentative budget that is 95% of the prior years allocation and District contribution. Funds which are not budgeted are prioritized by the entire DSPS Department. This initial budget is reviewed and approved by the Dean of Student Services, then the Vice President of Student Services, prior to submission to the Colleges Fiscal Services office for final approval by the Board of Trustees. When the allocation arrives in approximately November, the budget is re-examined. If there are the additional funds not budgeted or prioritized, the DSPS Department establishes priorities for these funds. These priorities and subsequent expenditures are scrutinized very carefully by the Director of DSPS and the Dean of Student Services to ensure they reflect appropriate use of funds via Title 5 regulations. When and as appropriate, district funds, both general funds and categorical (basic skills) are allotted to the DSPS program in order to provide greater support services for DSPS students and to make sure that any potential budget short-falls are covered. 4. Identify the process for completing the DSPS Year-End Report and relationship to the districts year-end program accounting. Once the Fiscal Services office has officially closed the books, DSPS requests final expense reports for all of its accounts. These reports are compared with DSPS program records of monthly expenses. Any discrepancies are reconciled. The DSPS Year End Report is prepared by the DSPS Director using these reports and records. A draft copy is provided to the Dean of Student Services, the Vice President of Student Services, and the Fiscal Services Account Clerk in charge of the DSPS budget. The Account Clerk checks every number against available records in the Fiscal Services office. Once the report is approved by the Account Clerk, the final report is prepared for the appropriate final signatures. 5. Identify the process for tracking and documenting Deaf and Hard of Hearing Allocation funds expenditures, the college receives these funds, and the required college match. The Colleges Fiscal Services office has provided separate, unique account object code numbers for the Deaf and Hard of Hearing (DHH) allocation and the required college match. The sole purpose is to easily track and monitor allowable and non-allowable DHH expenses. The documentation of funding and expenditures shows on the monthly expenditure reports generated by Fiscal Services and is documented for the whole year on the Year End Report. 6. Describe how the college utilizes the funds in the DSPS allocation for Access to Print and Electronic Information and funds from other sources to ensure that educational materials are provided in a format that is accessible to and usable by students with disabilities. The College has hired two full time Alternate Media Technicians, one full time Alternate Media Specialist, hourly video transcribers, and two student workers for the purpose of ensuring that print, video and web material are all provided in the preferred format of the individual with a disability. Additionally, equipment and software must regularly be updated to provide the timely conversions. The costs for these positions and equipment are well above the $32,253 allocation provided to the college for this service in 2007-08. The remaining costs are covered by the DSPS categorical allocation and District Effort. 7. Describe the procedures for recording the students minimum four service contacts per year that are required in order to receive funding, and the process of verifying and reporting those service contacts to MIS. Students are reminded by the counselor that they are to meet with staff in the DSPS office at least three times per semester. Each time a student comes to the DSPS office for service, he or she is required to complete a Data Tracking form. These forms contain the students name, student identification number and type of service they received. These forms are then manually entered into the Colleges MIS system by the Student Services Program Specialist assigned to student records. These Data Tracking forms are then kept in the students file to document the services he or she received. At the end of each term, the Colleges Information Technology specialist assigned to DSPS MIS provides a report of how many contacts each student has obtained. 8. In general describe the DSPS funding allocations formula and its elements. Understanding the formula is essential in effectively administering and advocating for your program. The funding formula is complex and comprised of different elements, including weights assigned by disability category. Would your college like to request assistance in this area? The DSPS funding formula is overly complex and outdated. An allocation for any given year is determined by: The overall allocation to the Chancellors Office for all community colleges DSPS programs The specific allocation provided to the college the previous year The number of DSPS students served to determine growth over last year if any The number of DSPS students served in one of 9 disability categories which is assigned a primary funding weight The number of DSPS students served in a secondary disability category which is assigned a secondary funding weight The amount of College Effort minus the amount generated by FTES in Special Classes and minus the match required for DHH funding Any other income such as WorkAbility funds, College Work study, fundraising, etc. Cost of Living Increases and additional Growth dollars (if any) Any left over PADS funding Whether or not the college turned in their Year-End Report by the deadline of September 15. DSPS does not require training at this time, however, it is respectfully requested that the formula be updated to reflect the cost of services rather than relying on the outdated notion that funding is based on a disability label. The labels we use are seriously out of touch with todays many disability categories and do not adequately reflect the cost of services. For example a student with Attention Deficit Hyperactivity Disorder (ADHD) may require many of the same services that someone with a learning disability (LD) requires, however ADHD is coded as other, which is a much lower funding weight than LD, though the cost of services is the same. This continued and growing discrepancy puts a huge burden on college districts to fund the difference, perpetuating the stigma that students with disabilities are a huge burden on the institution with little return. 5. Other 1. Describe other areas or departments on campus you coordinate with to provide services to students served by DSPS. In addition to DSPS faculty and staffs involvement in many college-wide committees, activities and initiatives, such as Institutional Planning, Academic Senate, Distance Learning, and Accreditation, DSPS works with every department on campus, without exception, to provide, coordinate, purchase, authorize or adjust services to students with disabilities. For example, Student Services Departments offer an array of services which DSPS promotes to DSPS students, assists and coordinates with regularly. DSPS is often seen as a bridge between Instruction and Student Services because DSPS hires faculty, offers instruction and works with the general faculty in the provision of accommodation and services. There is symbiotic relationship with Facilities Management due to construction projects and ADA physical plant requirements. All projects in the Colleges recently passed bond measure have ADA compliance and revisions built into each particular project to be addressed as the project is developed. Purchasing works with DSPS in carrying out the provisions of Section 508. The Warehouse offers storage for DSPS adaptive furniture and delivers it to specified classrooms per DSPS orders. The SAC Book Rac (Bookstore) works with DSPS in its book loan program. DSPS works with Student Life in their enforcement of the Student Code of Conduct as it relates to DSPS students. Additionally, Student Life administers the various DSPS-student run clubs. Work with Informational Technology and Fiscal Services was covered in earlier sections. 2. What type of training would you like to receive in order to improve the efficiency and performance of your colleges DSPS program? Please describe all DSPS related training needs as you see them. Different models for providing accommodated classroom testing. Digitizing student records in the Banner system Effective use of advisory committees Fundraising EOPS / CARE Program-Specific Self-Evaluation EOPS / CARE A. Management Information System (MIS) Data Reporting: How is the categorical program director involved in the review of MIS data before it is submitted to the System Office? Prior to MIS data being transmitted to the Chancellors office, the EOPS Director and Clerical Specialist review the accuracy of the data. The EOPS and CARE data is submitted in a timely manner to the Information Technology Technician in the IT department. The EOPS Director is contacted by the IT Technician if errors occur and discrepancies are reviewed and quickly corrected. Most of our program numbers have proven to be accurate. The EOPS/CARE program has a collaborative relationship with Information Technology services. The result of this relationship ensures that data collection and submission to the Chancellors Office is accurate. Do the data appear to be accurate? Do the numbers of students in the MIS report match your program records? Yes, the MIS data is accurate and matches EOPS and CARE records. If the data does not appear to be accurate, identify the problem (e.g. too many or too few participants listed; demographics seem incorrect, etc.). Document the process used to identify the problem. Share this information with the college information technology services staff to determine ways to correct your MIS reporting. EOPS/CARE has no concerns regarding the accuracy of the MIS data at this time and do not anticipate problems in the future. B. Access How does the program compare with the total college demographic data? Gender- Students served by EOPS in 2006-07 were 63.22% female and 36.67% male reflecting a much higher proportion of females to males in EOPS than the college in general. CARE serves a much higher proportion of females to males than the college in general. The program is approximately 97% female and 2% male. Ethnicity- For 2006-2007 EOPS has a higher percentage of African American students (8.92% compared to 5.17% for the College), a significantly higher percentage of Hispanic students (59% compared to 41%), and a notably lower percentage of White students (5.11% compared to 17.63%) than the college in general. The data reflects the successful outreach efforts of the EOPS department to recruit ethnically diverse, under-represented students. CARE has a notably higher percentage of African American students and a significantly higher percentage of Hispanic students than the college in general. (13.33% and 65.19% respectively). Age- Students served by EOPS reflect a younger population in the 20-24 age group compared with the college as a whole. Approximately 42% of the EOPS student population falls in this age group. The campus in general served a higher percentage of 50 + years old compared to the EOPS program (13.34% Mt. SAC to 1.09% EOPS). Students served by CARE are reflected in the 20-39 age group as compared to the overall general campus which serves a larger percentage of students ages < 20-29 and 50 years and older. It is not surprising to discover that the majority of CARE students are between the ages of 20-39 because the goal of TANF/CalWORKs is to assist recipients with young children secure employment in the work force. Financial Aid 98% of the students served by EOPS in 2006-07 received BOG fee waivers compared to only 20.10% of the colleges credit student population. 72% received PELL grants, demonstrating a much higher proportion of EOPS students in need of federal financial aid compared to 6.46% of the overall credit student population. Although the percentage of PELL grant recipients should be higher among EOPS students, the following reasons contributed to this low percentage: student loan default, unable to pass the Ability to Benefit test, incomplete FAFSA application, no longer eligible for financial aid, and student refusal of PELL grants. EOPS staff continues to work with the students and Financial Aid office to streamline the process. All CARE students served in 2006-07 received BOG fee waivers and 77.78% received PELL grants, reflecting a higher percentage of CARE students who were awarded both forms of financial aid, compared to the general student population. Students with Disabilities- Students served by EOPS in 2006-07 indicate a greater proportion of EOPS students with disabilities than the college in general -- 7.94% served by EOPS and 2.17% enrolled at the college. Describe the areas where you have concerns about access. Although for the academic year 2006-07 EOPS programs served 8.92% African American and the campus served 5.17%, the EOPS program is still concerned about access for this particular student population. The program cap for EOPS has had a negative impact on the ability for the program to provide greater access for low income and under represented students. Please describe any plans in place for improving access. The EOPS program will further enhance early outreach activities to attract under-represented students and assist them to apply to Mt. SAC and become eligible for EOPS/CARE services. The EOPS program needs to be more connected with the ASPIRE program to inform eligible African American students about the program. The Program Director will continue to represent the EOPS program at the Student Equity Meetings to seek ways of addressing student access issues for the various underrepresented groups on campus. What programs and services do you feel specifically contribute to student access at your college? Why? The Financial Aid Office has significant impacts on achieving access for many underrepresented students who would not attend college without the financial support. Their successful Cash for College and Its Not Too Late events have enabled many students to receive the technical support assistance they need to become eligible for financial aid. The collaboration between EOPS and Summer Bridge has improved access for many high school students who are recruited from the Bridge program into the EOPS Program. EOPS Outreach and recruitment staff work closely with students and provide important resources to help students matriculate into the college and EOPS. C. Progress - Compare how well students served by the program perform compared to those of the whole college. How well do the students served by your program perform compared to the total college population? Persistence- The percentage of EOPS students enrolled in fall 2006 who persisted to spring 2007 was 82.05%, reflecting a much higher percentage than the overall student population of 35.96%. Course Completion/Degree Applicable-The percentage of EOPS students enrolled in 2006-07 attempting degree applicable courses who successfully completed was 71%, reflecting a higher percentage than the overall student population of 66%. ESL Course Completion- The percentage of EOPS students enrolled in 2006-07 attempting ESL courses who successfully completed these courses was 79.35%, reflecting a higher percentage than the overall student population of 67.09 %. English Course Completion-The percentage of EOPS students enrolled in 2006-07 who attempted English courses and successfully completed them was 64.89%, reflecting a higher percentage than the overall student population of 56.42%. Math Course Completion- The percentage of EOPS students enrolled in 2006-07 who attempted Math courses and successfully completed them was 63.50% reflecting a higher percentage than the overall student population of 56.42%. Describe areas where you have concern about student progress. EOPS students progress fairly well as compared to the overall student population; however, EOPS students encounter daily barriers such as mental health issues, domestic violence, financial pressures, educational disadvantages and under preparedness, which may distract EOPS/CARE students from achieving success. Another concern for the EOPS program is the student persistence rate. From fall 2006 to spring 2007 the program reflects an 84.62% persistence rate. Although this rate is high, the EOPS program continues to works toward increasing students persistence rate. What programs and services do you feel specifically contribute to the progress of students at your college? Why? The EOPS and CARE staff provides an orientation to the programs which thoroughly explains the EOPS and CARE services and requirements. EOPS and CARE staff assist students who are unfamiliar with the college system, admission process, college policies and students resources, by working closely with Financial Aid, Admissions, Assessment, CalWORKs, Learning Assistance Center and DSPS to coordinate services. The EOPS and CARE staff is prepared to educate and advocate on the students behalf with campus departments. The students have built strong, trusting relationships with the staff and keep EOPS updated on their progress. The EOPS counselors provide critical counseling support to EOPS and CARE students, from assisting them with personal issues to developing an educational plan and directing them through the graduation and transfer processes. Success - Review how well your students are completing their educational goals. How well do the program students perform compared to the total college population? EOPS and CARE data received from the Chancellors office made it impossible to make accurate comparisons. The Program Plan Year End report was used instead for the following accomplishments. The EOPS Director will work with IT to ensure that the new data system (Banner) has the capability to track and capture accurate statistics. Degrees Awarded- The percentage of EOPS students in 2006-07 who were awarded degrees was 9.8%. Certificates Awarded- The percentage of EOPS students in 2006-07 who were awarded certificates was 5.3%. Transfer - The percentage of EOPS students in 2006-07 who transferred was 22.64%. Describe areas where you have concern about student success. Although accurate comparison of data was impossible, the EOPS programs primary goal is to continue to work toward increasing transfer, degree and certificate rates. The ability to meet the multiple and complex needs of EOPS and CARE students requires more full time staff than the current budgets allow. What programs and services do you feel specifically contribute to the success of students at your college? Why? The PASS (Promoting Academic Student Success) program effort, to increase retention and academic success by providing interventions with students on probation has been a successful intervention. EOPS students who are participating in the PASS program have made academic progress. The EOPS counselors collaborate with the Career and Transfer Center to include EOPS students in four-year colleges and university field trips. EOPS also works well with the Financial Aid department to insure that EOPS and CARE students apply for scholarships. EOPS/CARE department also supports students by providing letters of recommendations for scholarships, employment and universities. Student Learning Outcomes What are the SLOs for the program? EOPS and CARE students who successfully participate in the probation pilot project (PASS) will improve their GPA. EOPS/CARE students will receive services at the satisfactory level or higher. EOPS/CARE students will understand program requirements after completion of the New Student EOPS Orientation. 2. What process was used (or plan to use) to develop these outcomes? The EOPS/CARE Director and staff met during the EOPS annual retreat and worked on developing student learning outcomes. The programs goals were to improve EOPS services and student achievement. The EOPS staff worked with IT to improve and develop a new satisfaction survey and collect student data. A joint effort with EOPS/CARE and CalWORKs was developed to create a pilot project to address student achievement (PASS). 3. What types of activities are you conducting in order to achieve these outcomes? EOPS/CARE Student Learning OutcomesActivitiesEOPS and CARE students who successfully participate in the probation pilot project will improve their GPA. Vlogs EOPS/CARE program is actively involved in developing a pilot program for EOPS students on academic probation as part of the Colleges Title 5 Grant. Promoting Academic Student Success (PASS) was implemented spring 2008. The EOPS Staff worked with the Learning Assistance Center on campus to develop the PASS program. The committee developed a plan for implementation, then assessed and contacted students for participation. The PASS Committee developed intensive intervention strategies such as follow-up student contracts, Saturday workshops, modified educational plans, one-on-one tutoring, and counseling.EOPS/CARE students will receive services at the satisfactory level or higher. The program is developing an EOPS/CARE satisfaction student survey with the assistance of the Research and Institutional Effectiveness department. The satisfaction survey will be utilized during the spring 2009 semester. Upon review of the results, the EOPS program will improve services based on student feedback. Data will be entered into the TracDat system as part of the Colleges program effectiveness review (program review). EOPS/CARE students will understand program requirements after completion of the New Student EOPS Orientation. The program will meet with Research and Institutional Development staff to create a questionnaire for EOPS and CARE students completing the new student orientation. EOPS students will be given a pre- and post-questionnaire before and after orientation to test students knowledge of the program, program requirements, and program services. The director will meet with staff to report outcomes and work on implementing changes, if needed. Results will be entered into the TracDat system as part of the program review process.  How are you assessing the achievement of the outcomes? EOPS Student Learning OutcomesMethod of AssessmentCriterion for AssessmentEOPS and CARE students who successfully participate in the probation pilot project will improve their GPAAfter the completion of the spring semester 2008, student academic data was gathered and grades were recorded for evaluation. 54% of the EOPS students who participate in the PASS program will improve their GPA. EOPS/CARE students will receive services at the satisfactory level or higher. In a survey given by the EOPS office at the end of the Spring 2008 semester the students will report whether they felt that EOPS provided services at a satisfactory level or higher. The Research Office will compile, summarize and analyze the data.At least 80% of the students surveyed will report that they received satisfactory or higher level of service.EOPS/CARE students will understand program requirements after completion of the New Student EOPS Orientation. Students will complete a pre and post survey given by the Outreach Specialist during the beginning and at the end of the New Student Orientations. The survey is designed to test students on some of the most important EOPS program requirements. The Research Office will compile, summarize and analyze the data.At least 80% of the students will understand the program requirements, and program services. How have you used the assessment information to improve the services? Although the department has established SLOs/AUOs, as well as methods of assessment, assessment information is unavailable at this time. F. Compliance 1. Student Eligibility Describe the factors your program uses to determine that students are educationally disadvantaged and how these factors are communicated in your program information/handouts? [Title 5 56208] EOPS adheres to all mandates contained in Title 5 and requires documentation to verify income and disadvantaged status. The EOPS clerical assistance verifies that students provide the needed documentation that supports one of the required educationally disadvantage factors. The director approves the students supporting documents before they are approved for EOPS services. Some of the factors the EOPS program uses to determine eligibility are: Students did not qualify for the minimum level English or math course applicable to associated degree. Students did not graduate from high school or obtain a high school proficiency or GED certification. Student graduated from high school with a GPA below 2.5. Student previously enrolled in remedial courses. Member of an underrepresented group, first generation college student, Emancipated foster youth and both parents are not native speakers. All program requirements and services, including explanation of the educationally disadvantage criteria, are explained in the EOPS brochure, application, schedule of classes, catalog, college website, orientation, presentations, information tables and flyers distributed on and off campus. Describe the process used to monitor continued EOPS eligibility (70 units/6 semesters). [Title 5 56226] The eligibility specialist documents degree applicable units and number of semesters in each students file and also in the EOPS data base. The specialist generates a report of all students approaching 70 degree applicable units and/or 6 semesters at the end of the term. The director reviews students files and determines students status in the program. Letters are mailed out to students to inform them if they have reached the maximum number of units and/or semesters in the program. The director makes special considerations for DSPS students, remedial course-work and high unit majors. Letters are mailed out to students to inform them if they have reached the maximum number of units and/or semesters in the program. Describe the process for assisting students in completing their Student Educational Plan (SEP) and making necessary revisions. After a student is determined to be eligible for the program, they are required to attend an EOPS orientation. During the orientation session, the counselor and student develop a mutually agreed upon two semester educational plan. The development of the educational plan continues in the first counseling contact. By the third counselor contact a comprehensive educational plan is completed. The counselor and student work together to create a realistic and attainable plan that takes into consideration the unique challenges and barriers that EOPS/CARE students face. All educational plans are signed by both the counselor and the student indicating that both agree that this is the best plan of action. Revisions are on-going and are part of the counseling process as courses are explored and other options arise during the students academic experiences. Describe the process and documentation used to verify eligibility for the CARE program. CARE students are required to be eligible for EOPS and need to attend the EOPS orientation. CARE students are required to bring in current TANF verification from the Department of Social Services. The verification must be dated after July 1, include eligibility for cash assistance, single head of household and be stamped by the County. All CARE files contain TANF verification documents. 2. Student Services 1.Does the EOPS program offer all of the program services listed in Article 3 of Title 5? If not, which ones are not offer in EOPS and why? [Title 5 56232 56240] Yes, Mt. San Antonios EOPS program offers all the program services listed in Article 3 of Title 5. Outreach, Orientation and Registration Services- The EOPS outreach specialist provides services to identify potential EOPS students and facilitate their enrollment at Vlog. EOPS provides group orientations for new students each semester. Orientations provide students with information regarding EOPS/CARE and other student support services. Registration assistance is also provided, along with priority registration. Assessments- Vlog students are assessed through the Assessment Center. With the approval of the Assessment Director, EOPS students are provided special testing times to help facilitate timely registration for classes. Students are then processed more quickly and are provided the needed academic advising and counseling. Counseling and Advisement- Three EOPS full time and four part time counselors are funded to provide counseling and advisement services to the EOPS students. Students are required to meet with the counselors three times each semester. Basic Skills Instruction and Tutoring Services- EOPS counselors teach summer classes in partnership with the Bridge program every summer. Basic skill level math and English classes are linked with counseling courses. During the fall and spring semesters, EOPS counselors also teach counseling classes to EOPS and CARE students. Counseling 54 is especially taught for single parent students in CARE and EOPS. EOPS tutoring is offered in the Learning Assistance Center. EOPS has hired several EOPS students who tutor EOPS students in all levels of English, math, biology, chemistry and other subjects. EOPS is over and above the tutoring offered by the campus, although students may also use or receive tutoring services from the Writing Center, MARC, DSPS or the Learning Assistance Center if they choose. The EOPS program and the Learning Assistance Center have a great relationship and have worked to create a seamless referral process. Transfer and Career Employment Services-EOPS counselors provide career counseling to EOPS students and refer students seeking employment to the Career Center on campus. EOPS and the Career Center staff coordinate workshops specifically for EOPS /CARE students on such topics as Resume Writing and Interview strategies. Counselors attend and encourage students to participate in field trips to a variety of four-year colleges and university. EOPS counselors are knowledgeable of transfer requirements, articulation agreements, and transfer procedures. EOPS students are encouraged to attend transfer workshops provided by EOPS or the Transfer Center to assist them in transferring. EOPS Counselors provide CSU/UC admission fee waivers, letters of recommendation and contacts from CSU/UC campuses and EOPS/CARE students participate in university field trips sponsored by the college. 2. How are the required counseling contacts documented? [Title 5 56236] The students contacts are documented in the SARS (Scheduling and Reporting System) and in each students file. Documentation is also inputted in the EOPS database. Student reports are generated to verify the required contacts and students are notified of their status in the program. Student reports are generated to verify the required contacts and students are notified of their status in the program. 3. Describe the process you have in place to ensure all eligible students meet their required counseling contacts. [Title 5 56236] The EOPS/CARE students are informed during the new student EOPS orientation about the requirement to meet program counseling contacts. Every semester, students receive the Important Dates and Deadlines information which details when each appointment is due. The SARS system calls students to remind them of scheduled appointments. CARE students receive a reminder each month by mail. Students receive reminders that their services may be reduced if contacts are not met. 4. Describe the tutorial services for EOPS that are over and above those available to the general students. EOPS students may utilize the tutoring services that are available to all Mt San Antonio College students. They may use the MARC, Writing Center, DSPS and the Learning Assistance Center if they choose. EOPS provides over and above services by providing tutoring in the Learning Assistance Center. EOPS Students can receive one-on-one tutoring, group tutoring, and walk-in tutoring. The EOPS program screens, trains and recruits tutors. The tutors are usually current or returning EOPS students who are excelling in their studies. 5. What services are provided to CARE students and how are these over and above those provided to EOPS students? The CARE students receive all services that EOPS students receive. In addition, CARE students receive supplemental book services, educational supplies, merit grants, single parent classes, CARE orientations, support groups, Thanksgiving baskets, Christmas gifts and donations. CARE students are also afforded the opportunity to participate in the CARE Student Conference. 3. Program Requirements 1. Title 5 regulations require the program to have a full-time EOPS director. Identify the individual designated as the EOPS Director. Irene Herrera is the Vlog EOPS/CARE Director. The director is full time, assigned to the EOPS/CARE program and has administrative authority over the EOPS and CARE programs. 2. Describe the role of the EOPS or EOPS/CARE advisory committee, identify the membership/composition, list the frequency of the meetings and provide a copy of the last meetings minutes. [Title 5 56028] The EOPS/CARE Advisory Committee meets twice a year to review program updates, network with community representatives, brainstorm new outreach ideas, establish strong connections and enhance services to EOPS students. The committee consists of individuals from the community, e.g. Bassett High School Counselor, The Center Cal Poly Pomona, FosterYouth Coordinator, Department of Social Services (Los Angeles and San Bernardino and GAIN Representatives), EOPS students, EOPS staff, CalWORKs staff and the Dean of Student Services. (See attached minutes) 4. Funding, Expenditures and Accountability EOPS and CARE funds may only be used to fund over and above services to EOPS and CARE students. This also applies to district funds reported as district contribution. Understanding the EOPS and CARE funding formulas is essential in effectively administering and advocating for your program. The funding formula is complex and comprised of different elements. Would you like technical assistance in this area? Yes, the EOPS Director would like technical assistant to understand the funding formula. For staff reported in your EOPS program plan that are not assigned 100% to EOPS/CARE, please list the position(s) and how the percentage of time was determined. How are these staff accountable to the EOPS Director for the services they provide to EOPS students? In addition, how are their duties for this assigned time above and beyond what they provide to non-EOPS or CARE students? [Title 5 56293] Account Clerk II is assigned 70% of time to the EOPS and CARE budgets and 30% to CalWORKs budgets. The Account Clerk is supervised by the EOPS Director and is located in the EOPS Department. The Account Clerk provides above and beyond services to EOPS students by keeping accurate records and working to expedite funds for book services, grants, book supplies and other services. The time spent on EOPS and CalWORKs programs constitutes a 70/30 split. No time is spent serving students who are not EOPS, CARE or CalWORKs eligible. The CalWORKs/CARE Coordinator is assigned 80% of the time to CalWORKs and 20% to the CARE program. The CARE Coordinator supervises the CARE Specialist who is assigned 100% to the CARE program. The time spent on each program constitutes an 80/20 split. No time is spent by either the coordinator or the specialist in serving students who are not CARE or CalWORKs eligible. For CARE funded positions that provide services to CARE students, please list the position(s) and describe how the services provided are above and beyond those provided to EOPS students? Part-time CARE clerical staff provides services to CARE students only. The clerical staff assists the students with the eligibility process and refers students to the CARE specialist when students have concerns. The CalWORKs/CARE Coordinator supervises the CARE program. She is responsible for ensuring that CARE students receive services for which they are eligible. She manages the CARE budget expenditures, attends the EOPS/CARE Advisory Committee meeting, CARE meetings and conferences. The time spent on coordinating the program constitutes 20% of her time. How do you ensure that EOPS and CARE funds are only used to pay for allowable services for EOPS/CARE eligible students? The EOPS Director and the Account Clerk work closely to monitor the EOPS and CARE funds. The EOPS Implementing Guidelines and the Cooperative Agencies and Resources for Education Manual are adhered to by the EOPS Director, with additional oversight provided by the Dean of Student Services (a former EOPS Director). The colleges accounting staff are also trained and are familiar with the regulations, which provides another layer of oversight. If questions arise, the EOPS Director contacts the Chancellors Office for clarification and direction. Describe the process for developing and approving the EOPS and CARE Budgets and Expenditures. Developing a new budget consists of following program requirements, new regulations and reviewing program goals. The EOPS Director works with the CalWORKs/CARE Coordinator and the Account Clerk along with Fiscal Services to prepare the detailed information on staff salaries and benefit calculations. The EOPS Director and CalWORKs/CARE Coordinator review the remaining available funds and distributes funds to EOPS/CARE program priorities such as student book services, supplies and grants. The final budget is reviewed and approved by the Director and submitted to the Dean of Students Services and the Vice President of Student Services for approval. Once approved, it is directed to Fiscal Services for final board approval. The EOPS and CARE program plans and budgets are submitted to the Chancellors Office by the established deadline. Identify the process for completing the EOPS and CARE Year-End Reports and relationship to the districts year-end program accounting. The EOPS Director and the Account Clerk monitors, tracks and reconciles program expenditures on a monthly basis. This ensures that year-end accounting progresses smoothly. The EOPS/CARE Account Clerk works closely with fiscal services to ensure EOPS and CARE funds are posted correctly through-out the year. The EOPS Director and Account Clerk reviews the college financial detail general ledger reports and database to ensure all categorical funds are properly expended and reported in the college financial system on or before June 30. The EOPS Director and Account Clerk review the initial year-end printouts of expenditure reports to ensure all of the expenses have been accurately reported. The EOPS Director and the Account Clerk complete the final year end report. The Year End Report is reviewed with the Dean of Student Services and the Vice President, Student Services, and is then routed for required signatures. Fiscal Services reviews the Final Year End report for allowable and accurate expenses. Once the Director of Fiscal Services approves the Year End Report, and all required signatures are obtained, it is submitted to the Chancellors Office. 5. Other 1. What other areas or departments on campus do you coordinate with to provide services to EOPS and CARE students? Vlogs EOPS/CARE office coordinates with several departments on campus, including: Admissions, Financial Aid, CalWORKs, Health Center, Bridge Program, Assessment Center, DSPS, Career & Transfer Center, Book Store, Student Life, Instruction, High School Outreach, Tutoring LAC/MARC/Writing Center and Counseling. The collaboration with the Bridge Program has resulted in the inclusion of EOPS students in the Summer Bridge Program which has enabled these students to transition successfully to the fall semester. 2. What other programs or agencies off-campus do you coordinate with to provide services to EOPS and CARE students? Vlogs EOPS/CARE office coordinates with several off campus programs and agencies, including: Proto Types, House of Ruth, WIC, GAIN, DPSS, Foster Youth Program, PACT, Housing/Shelters, Cal Poly Pomona and district high schools. 3. Is there any training that you believe would improve performance in the EOPS program? Please describe training needs as you see them. Peer Advising Training, Banner Training, Professional Development, customer service, EOPS/CARE Chancellors Office Training would be helpful for the EOPS department. CalWORKS Program-Specific Self-Evaluation CalWORKS A. Management Information System (MIS) Data Reporting: How is the categorical program coordinator involved in the review of MIS data before it is submitted to the State Chancellors Office? The CalWORKs Coordinator ensures that all required MIS data is entered by program staff and verified with IT staff. Discrepancies are reconciled between the IT staff and the CalWORKs Coordinator. The CalWORKs Coordinator and Case Manager have been trained in the new data collection and reporting process. Does the data appear to be accurate? Do the numbers of students in the MIS report match your program records? The CalWORKs program is confident that MIS data currently collected and reported to the Chancellors Office is correct. If the data does not appear to be accurate, identify the problem (e.g. too many or too few participants listed; demographics seem incorrect, etc.) Document the process used to identify the problem. Share this information with the college information technology services staff to determine ways to correct your MIS reporting. Not applicable. Access Identify how accessible the program is by comparing demographic data from the college to the program. Data to be compared include gender, age, informed educational goal, Pell and BOG fee waiver recipients, English Language Learners and students with disabilities. The gender distribution for CalWORKs is predominately female (93%) and reflects the gender demographic for families enrolled in TANF programs. This is a much higher proportion of females served as compared to the overall college gender distribution which is 56% female. The CalWORKs population is comprised of predominately late and re-entry students. In light of this, the CalWORKs age distribution reflects a higher percentage of students ages 20-29 (55%) as compared to the overall student population in the same age range at 37%. While Hispanics represent the largest percentage of students by ethnic group in the total student population and the CalWORKs Program, the CalWORKs percentage of Hispanic students is higher at 62%. The overall student percentage of Hispanics is 41%. Similarly, the CalWORKs serves a higher percentage of African American students (13%) as compared to the overall student population where African American account for 5% of all students. The number of Asian students served in CalWORKs is considerably lower when compared with the overall student population at 5% and 22% respectively. The CalWORKs Program serves a much higher percentage (15%) of students with primary or secondary disabilities compared to those served by the general student population (3%). The percentage of students in the college who received BOG fee waivers was 20% and 6% received PELL Grants for 2006-07. In comparison, 93% of CalWORKs students received BOG Fee Waivers and 57% received PELL Grants. The high BOG percentage reflects the low income/poverty level of the CalWORKs students and demonstrates a need for CalWORKs students to apply for PELL Grants. Describe the area where you have concerns about access. Although a very high percentage (93%) of the CalWORKs students received a BOG fee waiver, there is still a concern that only 57% of the CalWORKs students received PELL grants. Several factors may contribute to this such as, loan indebtedness, inability to pass the Ability to Benefit test or unsatisfactory progress. Describe any plans in place to improve access. The CalWORKs staff coordinates with Financial Aid to streamline the Financial Aid process for CalWORKs students, especially to ensure that Federal Work Study awards are provided in a timely manner. The CalWORKs office continues to work with the Financial Aid office to help expedite services to our students. The Financial Aid program staff provides financial aid information to CalWORKs students during fall orientation. Encouraging attendance at financial aid workshops is also strongly recommended to the CalWORKs students. What programs and services do you feel specifically contribute to student access at your college? Why? DPSS and GAIN office referrals are smooth and seamless. CalWORKs staff provides effective outreach and recruitment at the county facilities to promote student access. CalWORKs staff provides a friendly, welcoming office environment where students are respected and assisted. CalWORKs staff works collaboratively with the EOPS/CARE, Financial Aid and Career Center staff to facilitate services to students. Progress Compare how well students served by the program perform compared to those of the whole college. Data to be compared include course success rates, academic and progress dismissal, and persistence. How well do the students served by your program perform compared to the total college population? ProgressAll StudentsCalWORKsPersistence Enrolled in Fall 2006 Persisted to Spring 2007 Persisted to Fall 2007 37025 64% 49% 235 80% 63%Degree Applicable Courses Completed66% 65% English 56% 52% Math 56% 54% ADV Occupational 80% 76% Clearly Occupational 70% 73%  Progress data shows the exceptionally striking fact that CalWORKs students exceed the average persistence rates as compared to all Mt. SAC students. CalWORKs students performance in English and math course completion rates mirrors the success of all Mt. SAC students. Describe areas where you have concern about student progress. CalWORKs students progress very well as compared to the overall student population. However, CalWORKs students encounter daily barriers such as mental health issues, homelessness, domestic violence, legal issues, child care challenges, and financial pressures which at times distract CalWORKs students from persisting and achieving success. The comprehensive services provided under the Student Services umbrella ameliorate these challenges for the majority of CalWORKs students. Other concerns that students face are the demands imposed on them by local County Welfare Departments that make it difficult to navigate county and college systems. CalWORKs students also have difficulty engaging in college life due to their family, school, and work obligations, which may impede progress and negatively impact their success. What programs and services do you feel specifically contribute to the progress of students at your college? Why? The CalWORKs staff provides an intake and orientation process which thoroughly explains the CalWORKs program and services. Working closely with EOPS/CARE, Financial Aid, Admission and Records, Learning Assistance Center and DSPS to coordinate services. The CalWORKs staff is well prepared to educate and advocate on the students behalf with the county and on campus. The students have built strong, trusting relationships with the staff and keep them updated on their progress. Success Review how well your students are completing their educational goals. Data to be included are number of degrees and certificates awarded, number of transfer-prepared students, number of transfers, and achievement of non-credit educational goals. How well do the program students perform compared to the college population? Degree awarded, Certificates, Transfer CalWORKs students achieve their educational goals of earning a degree or certificate and transferring to a four-year college or university against seemingly insurmountable circumstances. We are proud of the students achievements and celebrate them during an annual awards and recognition ceremony. Currently there is no consistently reliable method for collecting comparative data on CalWORKs number of degrees and certificates awarded number of transfer-prepared students, number of transfers, and achievement of non-credit educational goals. The data provided by the Chancellors office is inaccurate. The CalWORKs Coordinator is working with the colleges IT Department to ensure that the new campus-wide data system has the capability to reliably and consistently track this data. Describe area where you have concern about student success. CalWORKs students enter the college typically needing remedial courses which lengthen the time necessary for them to complete their educational goals. CalWORKs students are faced with time limits which can reduce their access to attaining higher education. Constant issues such as child care, financial issues, homelessness and familial conflict create barriers to student success. What programs and services do you feel specifically contribute to the success of students at your college? Why? The strong contacts and partnerships that exist between the support staff of student services and the DPSS County. CalWORKs has a strong relationship with EOPS and CARE to provide coordinated services, such as orientations, award ceremonies, intake process and progress reports. This allows students to have the benefit of all three programs without duplicating the effort. Student Learning Outcomes Describe your progress in the development and implementation of Student Learning Outcomes (SLOs) for the program at the college. What are the SLOs for the program? CalWORKs students who successfully participate in the probation pilot project (PASS) will improve their GPA. CalWORKs students will receive services at the satisfactory level or higher. What process was used or (plan to use) to develop these outcomes? The CalWORKs Coordinator and staff met during the CalWORKs annual retreat and worked on developing student learning outcomes. The staff goals were to improve CalWORKs services and students achievement. The staff worked with Research and Institutional Effectiveness and IT to develop satisfaction surveys and collect student achievement data, especially related to PASS and CalWORKs services received. What types of activities are you conducting in order to achieve these outcomes? CalWORKs students who successfully participate in the new probation pilot project will improve their GPA. (AUO) Mt. SACs CalWORKs program is actively involved in developing a pilot program for students on academic probation as part of the colleges Title 5 grant. Promoting Academic Student Success (PASS) was implemented in the Spring of 2008 with 10 CalWORKs students enrolled. The CalWORKs staff coordinated with the Learning Assistance Center to provide services to PASS students. The committee developed a plan for implementation, then assessed and contacted students for participation. The PASS Committee developed intensive intervention strategies such as student contracts, Saturday workshops, modified Education Plans, one-on-one tutoring and student evaluations. After the completion of Spring Semester, 60% of PASS students made a significant improvement in their cumulative GPAs. In fall 2008-09 15 CalWORKs students were enrolled and participating in the PASS program. Continuing PASS students will again participate and help mentor new PASS students. CalWORKs students will receive services at the satisfactory level or higher. (AUO) CalWORKs staff and the Research and Institutional Effectiveness office will collaborate in the development of a survey to address assessing this AUO. Once complete, the survey will be conducted, the results tabulated, and recommendations for improvement developed. How are you assessing the achievement of the outcomes? Mt. San Antonio CalWORKs program will assess the outcomes through data collection, student surveys and the measurement of student achievement for CalWORKs students. Additionally, the overall persistence rate will be calculated and monitored. How have you used the assessment information to improve the services? The development of the PASS Project has been very successful. The CalWORKs students have responded very well to the staff, requirements and workshop materials. It is hoped that this intervention will improve the success rate for CalWORKs students in both retention and completion rates. Compliance Provide an overview of how each program is meeting the applicable minimum requirements of the federal laws and regulations, California Education Code, Title 5 regulations, Budget Act Language and/or program guidelines. The key areas to be reviewed include: Student Eligibility 1. Describe your colleges coordination with the local county department of social services to determine student eligibility for services and coordinate services to be consistent with and in support of the students welfare-to-work plan. Vlogs CalWORKs program coordinates with the local County Welfare Department to determine and document each students eligibility and ensures that services provided are not duplicated but are consistent with the students Welfare-To-Work plan. Students meet with the CalWORKs caseworker at the beginning of each semester to determine eligibility. The CalWORKs caseworker submits a list to the county office for verification of cash assistance. The college is working with our local county services to gain access to the local GEARS terminal in order to determine students eligibility in the CalWORKs office. This will eliminate paperwork and streamline the process. 2. What documentation is used for eligibility for CalWORKs funded services? Do the student files contain this eligibility documentation? The following documentation is accepted to determine student eligibility for CalWORKs services: Self Initiated Program Verification (GN6005) Service Provider Referral (GN6006) Welfare To-Work Plan Progress Report (GN6070) TANF Verification Form filled out by the county County generated form verifying TANF eligibility All CalWORKs student files contain Aid Verification documentation. 3. If provided, describe how student eligibility for on-campus child care is determined and how is this service coordinated between the colleges Child Development Center and the CalWORKs program. The CalWORKs program has worked closely with the Child Development Center to facilitate child care needs of CalWORKs students attending college. The CalWORKs program and the Child Development Center work with the county office to utilize DPSS child care funds for eligible students. The majority of students receive their child care assistance through the county. When appropriate, on-campus child care assistance is easily facilitated for eligible CalWORKs students. Student Services Describe each of the program component services that are provided using CalWORKs and TANF funds and how these services are documented. Work Study The CalWORKs Employment Specialist coordinates with Financial Aid to determine student eligibility for Federal Work Study and CalWORKs Work Study. Every effort is made to place students in a job related to their major. Progress is monitored by the Employment Specialist and documented on the CalWORKs Access Case Management System. Job Development/Job Placement The Employment Specialist assists students with job leads, job placement and career exploration. All student contact is documented on the CalWORKs Access Case Management System. Child Care Program staff monitors the provision of child care funding and assistance. Students may receive services from the Child Development Center on campus for child care services. Documentation of child care services is included in each CalWORKs students file. Service Coordination The Coordinator and staff work collaboratively with staff from local county welfare departments. L.A. County, GAIN and San Bernardino offices participate yearly in the CalWORKs Advisory Committee meetings. The CalWORKs program very well coordinated with other student support services to keep CalWORKs students informed about assessable program and services, Curriculum Development The CalWORKs program did not utilize funds for Curriculum Development during the 2006-2007 year. Instruction The CalWORKs program did not utilize funds for Instruction during the 2006-07 year. Post Employment The CalWORKs program did not utilize funds for Post Employment during the 2006-07 year. Describe your colleges process for providing case management services. The CalWORKs Case Management Process includes: Intake, eligibility determination, need assessment and referrals College and program orientations Development of an Educational Plan. Academic progress and student participation monitoring Completion of progress reports, ancillary requests, training verification and monthly attendance forms. Program Requirements Do you have a program coordinator or director? What percentage of time does this position have assigned to CalWORKs and how was it calculated? Full time CalWORKs Coordinator (management position) funded 80% from CalWORKs and 20% from other funds. Describe how the CalWORKs program coordinator and staff coordinate with the local county welfare department to provide services to eligible CalWORKs students. The CalWORKs staff knows the contact personnel at each of the three county offices. (Mt. SAC serves students who live in Los Angeles, San Bernardino, and Orange counties). There is a good working relationship between the two entities which enables staff to gain access to information in a prompt manner. The CalWORKs Coordinator and staff attend monthly and quarterly county welfare department meetings. The CalWORKs program has also established an Advisory Committee and DPSS GAIN, EOPS/CARE are invited. Streamlining processes, enhancing communication and improving programs are a few of the issues discussed. The committee meets twice a year at Vlog. Funding, Expenditures and Accountability 1. How do you ensure that CalWORKs funds are only used to pay for allowable services for CalWORKs eligible students? The CalWORKs Coordinator and the EOPS Director together with the Account Clerk work closely to monitor the CalWORKs, TANF and CalWORKs Child Care funds. The CalWORKs Program Handbook provides guidelines for the allowable use of CalWORKs Program, CalWORKs Child Care and TANF Funds. The CalWORKs Program Handbook guidelines are adhered to by the CalWORKs Coordinator. College auditors provide a third party oversight as well. 2. How do you ensure the declared match are from allowable sources and are for direct services provided to CalWORKs students? The CalWORKs Coordinator and Account Clerk closely follow the permissible match funds provided in the CalWORKs Program Handbook. The matching funds include the county grant, federal work study, district and Title 5 funds. Matching funds directly benefit the CalWORKs program and constitute a direct program cost. Each source of funds is critically reviewed and meets match guidelines criteria. If questions arise, the CalWORKs Coordinator will contact the Chancellors office for direction. The CalWORKs Program plan is prepared according to the guidelines and the End of Year Expenditures report confirm that funds were spent appropriately according to permissible funds and allowable match funds. 3. Describe the process for developing and approving the CalWORKs Budget and Expenditures. Developing a new budget consists of following program requirements, new regulations and reviewing program goals. The CalWORKs Coordinator and the EOPS Director and the Account Clerk work closely with Fiscal Services to prepare the detailed information regarding on-going staff salary and benefit calculations, including proposed increases in salary and benefit costs. The CalWORKs Coordinator and the EOPS Director review the remaining available funds and distributes funds to other program priorities such as work study and child care. The final budget is reviewed and approved by the Coordinator and submitted to the Dean of Students Services and the Vice President of Student Services for approval. Once approved, it is directed to Fiscal Services for final board approval. Once approved, the CalWORKs, TANF and Child Care Budget are submitted to the Chancellors Office 4. Identify the process for completing the CalWORKs Year-End Report and relationship to the districts year-end program accounting. The CalWORKs Coordinator and the account clerk monitor, track and reconcile program expenditures on a monthly basis. This ensures that year-end accounting will progress smoothly. The CalWORKs Account Clerk works closely with fiscal services to ensure CalWORKs funds are posted correctly throughout the year. The CalWORKs Coordinator and Account Clerk reviews the college financial detail general ledger reports and database to ensure all categorical funds are properly expended and reported in the college financial system on or before June 30. The CalWORKs Coordinator, Account Clerk reviews the initial year-end printouts of expenditure report to ensure all of the expenses have been accurately reported. The CalWORKs Coordinator and the Account Clerk complete the final year end report. Year End Report is routed for required signatures. Fiscal Services reviews the Final Year End report for allowable and accurate expenses. Once the Director of Fiscal Services approves the report the CalWORKs Coordinator forwards report to the Chancellors Office. Other What other areas or departments on campus do you coordinate with to provide services to CalWORKs students? Vlogs CalWORKs office coordinates with several departments on campus, including: Admissions, Financial Aid, EOPS, CARE, Child Development Center, Library, Health Center, Disabled Student Programs & Services, Counseling and Advising, Student Life, Community Education, Assessment Center, Learning Assistance Center, PASS and Career Placement Services. IV. EFFECTIVE PRACTICES AND OPPORTUNITIES FOR IMPROVEMENT (1 5 Pages) Please provide a narrative that describes the following for each program and for Student Services as a whole: MATRICULATION What is working well? Follow-up with students on probation: Counseling has implemented a comprehensive system of assisting students who are struggling academically. Faculty involvement in matriculation related decisions: Members of the faculty are instrumental in discussions and decisions related to matriculation through various committees and councils, as well as through the Academic Senate. Coordination with High School Outreach: Through HSO, the college has been able to offer various matriculation services at all high schools in the Mt. SAC district, as well as 10 out of district high schools. Mandatory Orientation: Students are provided with vital information needed for entry, persistence and success. What areas need to be addressed more effectively? Early Alert program: further development and implementation Improve the quality of matriculation related websites Further refine online orientation to create a more interactive format Electronic SEPs: implementation of Degree Works Any exemplary practices and services that may be replicated by other colleges? Use of the locally developed Assessment of Written English to place students in writing classes from ESL to Freshman Composition Online counseling services Mandatory orientation Development of learning communities such as the Bridge Program and ASPIRE Program Any successful pilot projects implemented by your program? Student Success Workshops for students on probation or who are undecided in their major ASPIRE Program DSPS What is working well? In addition to: 1. DSPS faculty and staff expertise, devotion and genuine desire to promote student success; 2. The welcoming nature of the College for all students especially students with disabilities; and The general faculty and administrations drive to improve success rates for all students; The following specific DSPS programs and services must be mentioned: At-Risk Management: Extra support and monitoring for students identified at risk of dismissal. Interpreter Training and Evaluation Program: Provides students of the Interpreter Training Program with internship opportunities and regular evaluations for the interns as well as current interpreters to increase their effectiveness in the classroom and provide consistency among local community colleges and university relevant to skill level. Accommodating Students with Disabilities in the Classroom: A popular 8-week web-based distance learning class for general faculty on laws, accommodations and universal design. Academic Success Strategies for Students with Disabilities (DSPS 30): Specialized and individualized supplemental instruction for general college courses in English and math. Integration with High School Outreach for recruiting efforts: Seniors Day, Connect 4, Outreach and Placement Tests offered at local high schools. Parent-Student Open House: A new DSPS effort to provide information and early program registration opportunity to prospective students still in high school and their parents on DSPS services. High Tech Center: In addition to the usual adaptive hardware and software, a Study Center component is slowly emerging which students find very helpful. DSPS Transfer Initiative: Increased attention to increase transfer awareness, readiness, preparedness and overall transfer rate. What areas need to be addressed more effectively? Captioning of videos: DSPS needs a more coordinated and timely system to caption videos. Digitizing student records: DSPS would like to work towards a paperless student record system. Alternate media: Better coordination of the training in the use of alternate media and the process of requesting the production of books, etc. in alternate formats. Deployment of adaptive software technology throughout campus: Most general labs on campus have some adaptive software. We are investigating the possibility of providing adaptive software on network servers. Advisory Committee Meetings: We believe we can make better use of the collective knowledge of our Advisory Committee. Accommodated Classroom Testing: The service grows every semester, however staffing and space do not. High Tech Center/Study Center: The study side of the High Tech Center is growing larger than the Center itself. It actually needs another location to be more effective. Any exemplary practices and services that may be replicated by other colleges? Academic Success Strategies for Students with Disabilities (DSPS 30): The class offers great support service for students taking general college math and English courses. On campus transportation (Tram Service): Very organized system from verification of need to scheduling of rides. Interpreter Internship Program: Colleges with Interpreter Training Programs could hire students from the program as student workers and assign staff interpreters to mentor, coach and train. Accommodating Students with Disabilities in the Classroom course: Course for faculty is available for replication at the University of Washingtons DO-IT web site. Accessible furniture: The College requirement that 10% of all new classroom furniture ordered must be accessible furniture (adjustable tables and chairs). Transfer Initiative: DSPS is focusing heavily on improving transfer awareness and increasing the transfer rate of DSPS students. The strategies are easy to replicate. Any successful pilot projects implemented by your program? Transfer Initiative: In the very first year, weve noticed an increase in the numbers of DSPS students transferring as compared to the general college population. At-Risk Management: Extra support and monitoring for students identified at risk of dismissal. Interpreter Training and Evaluation Program: Provides students of the Interpreter Training Program with internship opportunities and regular evaluations for the interns as well as current interpreters to increase their effectiveness in the classroom and provide consistency among local community colleges and university relevant to skill level. Parent-Student Open House: A new DSPS effort to provide information and early program registration opportunity to prospective students still in high school and their parents on DSPS services. EOPS / CARE What is working well? The EOPS and CARE programs at Vlog are working well, as evident by the constant requests for our services from students and other programs. This can be attributed to the collaboration between EOPS and other Student Services staff. The EOPS and CARE staff serves on numerous campus and community committees. This level of involvement greatly raises the visibility of our program, as well as increases the understanding of EOPS services. The dedication of the Vice President of Student Services to always include and support the EOPS program has allowed for positive growth. The EOPS program continues to work on ensuring the students transition smoothly from the program to their educational goals. What areas need to be addressed more effectively? The EOPS and CARE book services distribution to students is an area that needs to be addressed and improved. The program would like to see the campus bookstore become more open to streamlining the process by eliminating the extra paperwork that is now required. The EOPS vision is to see this function automated. Any exemplary practices and services that may be replicated by other colleges? The program provides individualized tutoring to the EOPS and CARE students. The tutoring component was restructured to include one-on-one, group and walk-in tutoring. The tutors are current or past EOPS students who are highly qualified. Tutors participate in Saturday workshops with the PASS students. The tutors also present tips on studying, note taking and basic skills. The students feel more connected with the tutors and the request for tutoring services has increased dramatically. The success rate will be evaluated after the completion of the fall semester. Any successful pilot projects implemented by your program? PASS (Promoting Academic Student Success) was developed as a result of an early alert meeting in the fall of 2007. EOPS and CARE programs were selected to participate in a pilot program for spring 2008. Students were selected to participate in the PASS project if they were on academic and/or progress probation. Students attended an orientation and were required to enter into a contract. Students participated in Saturday workshops, tutoring, unit limitation and made 3 contacts with a counselor. Students were eligible for all EOPS/CARE services. Accomplishments are as follows: 58% of the students made satisfactory academic progress, 34% did not make SAP, and 53% continued in the PASS program for fall. The PASS project has continued for fall 2008-09 and results look very positive. CalWORKS A. What is working well? Students receive individualized attention and support as they begin their academic careers. This includes a comprehensive intake session which enables CalWORKs staff to identify the unique needs of every individual and employ an effective referral and problem solving process so that the students needs are met. CalWORKs Program staff work closely with local County Welfare Department at multiple levels around student needs, concerns, challenges and successes related to supportive services and acceptable Welfare-to-Work Plans. Through the development of an effective partnership with Harriet Buhai Center for Family Law in Los Angeles, Vlog hosts legal workshops for students four times during the academic year. Students schedule personal meetings with an attorney who provides free legal advice and facilitates successful navigation of the legal system for their respective issue. The program has been well received and has provided much needed services to some of the most vulnerable students in the program. B. What areas need to be addressed more effectively? Program Promotion: There is limited visibility and outreach for the CalWORKs program on the campus and in the community. Viable web presence: The CalWORKs Program website is not formatted in a manner that provides the most relevant and helpful information for students. Data System: The CalWORKs Program data collection process has a number of technical challenges that should be improved thus allowing regular, reliable and readily accessible information regarding students, their educational goals, progress or regression towards achieving those goals. V. PLANNING AGENDA (1 5 Pages) As you evaluate each program and student services as a whole with respect to the data provided and topics reviewed, identify areas where you may need to make adjustment. The Planning Agenda will provide the opportunity for the programs to list changes in order to improve their services to students. The planning agenda should include new plans, timelines, resources needed and who is responsible for implementing the plans. MATRICULATION AreaAdjustment neededResources neededEarly AlertDevelop comprehensive early alert process utilizing technology and with the participation and support of classroom faculty.Budget support for updated technology and staff time to develop.AssessmentExpand computerized placement testing to assist in accommodating diverse student schedules.Enhanced budget for acquisition of software. Additional hourly staff initially to allow for transition to walk-in testing.Orientation Develop a more effective means of offering online orientation as an option for some of our students.Budget support for updated technology and staff time to develop. DSPS As mentioned earlier, DSPS will work with the Research Office on creating its own system of tracking DSPS students in order to more accurately report data on DSPS students upon demand. DSPS students as a whole would greatly benefit from an early alert system. It is understood by the campus community that this is an institutional priority which will be implemented as soon as the new MIS is use. Another campus-wide initiative which has been embraced by DSPS is increasing the transfer rate of Mt. SAC students to four-year universities. The DSPS effort was specifically discussed in the Effective Practices section. These are additional areas that need attention. AreaAdjustment neededResources neededCaptioning of videos DSPS needs a more coordinated and timely system to caption videos.DSPS in the process of hiring transcribers to speed up the process of captioning videos in-houseDigitizing student records DSPS would like to work towards a paperless student record systemOn hold until Banner MIS is in use.Alternate media Better coordination of the training in the use of alternate media and the process of requesting the production of books, etc. in alternate formats DSPS faculty is offering a course for LD students in the use of technology beginning Spring 2009. Once Banner is in use, Alternate Media Technicians will be able to provide many services on line, such as requesting alternate media and a tracking service.Deployment of adaptive software technology throughout campus Most general labs on campus have some adaptive software. We are investigating the possibility of providing adaptive software on network servers.Once the issue is fully researched, DSPS Technical support staff will work with the campus Information Technology Department to explore the pros and cons.Advisory Committee Meetings We believe we can make better use of the collective knowledge of our Advisory Committee.DSPS has requested technical assistance in this area.Accommodated Classroom TestingThe service grows every semester, however staffing and space do not.DSPS has requested additional space which may be granted once construction of the new Campus Center is completed.High Tech Center/Study CenterThe study side of the High Tech Center is growing larger than the Center itself. It actually needs another location to be more effectiveDSPS has requested additional space which may be granted once construction of the new Campus Center is completed. EOPS / CARE AreaAdjustment neededResources neededPASS ProjectThe EOPS program plans to continue the PASS project and create a counseling class to replace the workshops. This is planned for academic year 2009-10.Classroom space & budget support for updated counselor and staff time to develop.Communication with StudentsThe program will utilize new technology to communicate with EOPS and CARE students; such as online program applications, program requirement descriptions, updates, special events and important deadlines.Staff training and IT support. CalWORKS AreaAdjustment neededResources neededOutreachDevelop outreach activities by identifying and targeting outreach connections educate the community on CalWORKs services available at the college.Resources for additional staffing.MarketingDevelop a more effective communication system which expands campus understanding of the roles, functions and value of the CalWORKs program.Marketing support.TechnologyExpand the use of technology in communications with CalWORKs students including the use of a CalWORKs list serve to send out email information on program requirements, updates, and upcoming events.Staff training and IT support.Communication with students Revise the CalWORKs website to address changes in the CalWORKs program and expand it to include more user-friendly information. In addition, provide access to student forms online so that students will be able to download relevant program forms and other general information.Staff training and IT support. VI. IMPLEMENTATION AND TECHNICAL ASSISTANCE (1 5 Pages) Is there any training or technical assistance that you believe would improve the effectiveness of the student services programs? MATRICULATION The Director, Assessment and Matriculation has met with the Director of Research and Institutional Effectiveness and Information Technology to determine the accuracy of our MIS reporting to the Chancellors office. The Director would also like to meet with representatives from the Chancellors office to determine whether or not the college is capturing the appropriate data in our MIS reports. DSPS As mentioned earlier these training areas would be helpful to DSPS: Different models for providing accommodated classroom testing. Digitizing student records in the Banner system Effective use of advisory committees Fundraising EOPS / CARE The new Banner system will be a challenge. EOPS will continue to communicate with other colleges who have implemented Banner, to learn how the conversion has improved their EOPS programs. EOPS and CARE staff is ready for the challenge and believes this improvement will benefit the program and students. CalWORKS The new CalWORKs Coordinator is new to the district having started on October 13, 2008. The Chancellors Office New Coordinator Training took place prior to her hire date. The new Coordinator will need to attend the next scheduled training for new staff when offered by the Chancellors Office. Are there any laws, regulations or other requirements that you find problematic in implementing any of these programs at your college? DSPS Copyright laws often delay the timely provision of alternate print and video media to student as the DSPS office must get permission from the publisher first to produce an altered copy of their material.     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