Student Services Program Review-Spring 2010 - Shasta College

Shasta CollegeStudent ServicesProgram ReviewSPRING 2010w w w . s h a s t a c o l l e g e . e d u

Student Services Program ReviewSpring 2010Purpose of Program ReviewIntroductionAccording to the Academic Senate for the California Community Colleges in their 1996document, “Program Review: Developing a Faculty Driven Process”, the program reviewprocess serves as a mechanism for the assessment of performance that recognizes andacknowledges good performance and academic excellence, improves the quality ofinstruction and services, updates programs and services, and fosters self renewal andself study. Further, it should provide for the identification of weak performance andassist programs in achieving needed improvement. Finally, program review should beseen as a component of campus planning that will not only lead to better utilization ofexisting resources, but also lead to increased quality of instruction and service. A majorfunction of program review should be to monitor and pursue the congruence betweenthe goals and priorities of the college and the actual practices in the program or service.Other purposes include meeting accountability mandates and demonstrating asystematic planning process. While these functions may occur because of programreview, they should not serve as a primary function of the review. Otherwise, programreview could be perceived as a time-consuming process for a product with no effect orbearing on the program’s activities or any relevance to serving students or maintainingacademic excellence.College MissionThe mission of the Shasta-Tehama-Trinity Joint Community College District is to provideopen access and opportunity for success to students who have diverse backgrounds,interests and abilities. The district is committed to providing the knowledge and skillsnecessary for a student to succeed. The district recognizes that success requiresspecific life skills and professional skills and also effective communication, criticalthinking, global consciousness and global responsibility. By offering programs leading tosuccessful completion of a quality university-transfer program, or career-technicaleducation, the District is responsive to the needs of our communities within a changingglobal society. By offering comprehensive campus and community service programs,the District enables students to achieve personal as well as academic potential andcontributes to the social, cultural and economic development of region.Shasta College Institutional Student Learning OutcomesThe District is committed to providing the knowledge and skills necessary for a studentto succeed. The district recognizes that success requires specific life skills andprofessional skills and also effective communication, critical thinking, globalconsciousness and global responsibility.- 1 -

Chair and counselor trainer. Another counselor functions as the internationalstudent counselor. Another counselor is teaching and coordinating the PuenteProgram. One full-time counselor is trained to work with intercollegiate athletes;another is bilingual in English and Spanish and works with the ESL population aspart of his full-time load.There are two part-time (60-67%) counselors: Donna Pratt and Rob McCandless.There are five part-time counselors who are called upon primarily during impactedcounseling times (e.g., registration): Jay Cushnie, Mike O‘Leary, Lisa Riggs, DavidTravis, and Terri Winstead. Due to a 64% cut in matriculation funding, it isuncertain whether these counselors will be employed for anything beyondoccasional help in large group situations (e.g., orientation).There are additional counselors working in the following categorical programs:EOPS, SSS-TRIO, CalWORKs, and DSPS.At the time of the previous program review, there were eleven adjunct counselorsused on a regular basis.The non-categorical counselors are supported by the following classified staff:Dejon Weldon, Interim Transfer Center Student Services Assistant (FT), BeckyCarr, Counseling Center Student Services Assistant (temporary part-time), SueBrown, Student Services Assistant (FT), Leann Williams, Interim StudentEmployment Coordinator (FT) and a work-study student. The Career Centerparaprofessional position has not been filled since it became vacant in 2008-09.Several changes have been implemented since the last program review in an effortto better meet the needs of the students, improve efficiency in the CounselingCenter, and respond to the ongoing funding uncertainties. Beginning in 2006-07,direct supervision of counseling was assumed by the new Dean of EnrollmentServices which fulfilled the recommendation from the previous Program Review.The Counselor Coordinator provides input to the Dean and makesrecommendations regarding counseling issues. This counselor is also the facultyco-chair of the Matriculation Committee. With considerable overlap in theresponsibilities of these two positions, having the same person in both positions ishelpful in coordinating efforts between the Matriculation Committee andcounseling.In 2006-07 the Counseling Center moved to a developmental model of counselingwhich focuses on the development of the individual: helping the student to becomeaware of factors and forces in the college environment and in life so that thestudent can learn to take control of those factors and forces to develop a moreattainable educational and career plan. Counseling facilitates and nurtures thisdevelopment and growth. By helping a student develop and attain his or her goals,this model provides specialized information about occupations or educationalopportunities while helping the student understand its correlation with skills,challenges, barriers, interests, aspirations and sources of support.This developmental model has implications for staffing and the provision ofservices. Students are encouraged to work with the same counselor throughout- 7 -

enrollment at Shasta College. Early identification and provision of services toundeclared students, basic skills students and students with barriers is importantand requires a proactive approach to providing services. This approach, however,can also increase the demands on certain counselors. Meanwhile, someprocedures have been altered to reach these students early and to develop a moreeffective counseling relationship with the student.The recent state budget cuts have forced the discontinuance of outreach bycounselors at each of the college‘s feeder high schools. Typically, these visits haverequired more than 150 hours of counselor time. Instead, four on-campusInformational Nights have been developed to communicate the matriculationprocess to incoming high school seniors. Career Technical Education (CTE)departments will be asked to participate by showcasing their programs at thevenue. Aware that transportation to the college campus can create a barrier forsome students, similar Informational Nights at each of the Extended Educationcampuses are also being developed. Results of the Informational Nights will beevaluated and improvements will be made where warranted.Through Spring 2009, counselors have continued to provide outreach,assessment, orientation and counseling to the Freshman Fast Track (F.F.T.) andUTRAC (formerly ―University Express‖) population during the spring prior toenrollment. A portion of this population has demonstrated college success skills bymeeting program deadlines and exploring career and educational options prior toenrolling in college. These students self-identify and meet the matriculation stepsduring the spring semester of their senior year in high school and are thus eligibleto register earlier than other new students. Those FFT and UTRAC students whohave established clear goals will meet with a counselor to develop an educationalplan sooner than their counterparts. Those students who are uncertain of theireducational goals will receive information about the career decision process, a listof possible classes to take their first semester and instructions to make a follow upappointment in the fall in order to continue with the career counseling process.Regardless, each student places additional demands on the services of theCounseling Center.A significant number of FFT students wait until the last make-up orientation whichcreates problems in terms of seating availability and in scheduling counselingappointments. In an effort to mediate these problems, priority registration timeshave been assigned based on which orientation FFT students attended. This washelpful in promoting early orientation attendance. In 2010 we will also require FFTstudents to make an appointment for orientation if they choose to attend a make-upsession. This is similar to orientations conducted at each of the ExtendedEducation campuses.Because of the drastic cuts in funding, revisions will be made to the way we offermatriculation services to incoming high school students during the Spring 2010semester. Individual half hour appointments will no longer be offered. If fundingfor part-time counselors can be acquired, we will use the summer orientation modeldescribed below except that students will not be able to register for classes sincethe schedule will not be available in March when these orientations take place.- 8 -

Due to funding considerations, the UTRAC program has been suspended. Asimilar but more cost effective program, New TRAC, has been developed whichwill allow students to still meet the intent of this program. A website has beencreated which explains the requirements, but we are currently unable to devotetime to screening applicants and provide individual counseling appointments priorto registration.Procedural changes implemented in 2007-08 address those students who do notmeet the deadlines and/or delay their decision to enroll at Shasta College. Aftercompleting assessment, students then make an appointment to attend anorientation. Orientations include meeting with a counselor and registering forclasses. The students leave this event with a schedule of classes, the name oftheir assigned counselor, and an appointment with the counselor to either developan educational plan or begin the career counseling process. This change hasproven a more efficient process, better managing the shortage of counseling time.In Summer 2009, an additional orientation format was implemented for those whoscored at the basic skills level in English. This was done to support the efforts ofthe Basic Skills Initiative (BSI) program. Students who attend these orientationswill be assigned to one of two part-time counselors who follow up with the studentsperiodically during the semester. This program is supported by funds from the BSIgrant and provides the Counseling Center the opportunity to focus attention on aspecial population without adversely affecting general counselor coverage.Adjustments in counselors‘ calendars to include summer work days have made itpossible to schedule orientations throughout the summer. Scheduling the follow upappointment at the time of orientation and the greater utilization of ExpressCounseling has shifted appointments in such going from 571 unfilled appointmentslots in 2007-08 to 99 unfilled appointment slots in 2008-09. Also, becausestudents are more often receiving educational plans at these appointments, thehigh demand for counseling during registration times has lessened. A check ofthose students seeking Express Counseling at registration time in December 2008shows that 81% did not have educational plans. During Spring 2009 registration,65% did not have educational plans. These efforts in improving efficiency were aresponse to the recommendation in the previous Program Review: ―Evaluate theoverall counselor staffing levels—by program, by number of students served, bypart-time counselors, by drop-in, and by group counseling. Evaluate unfilledappointment slots and determine if availability is due to actual open appointmentsor projects, or data errors.‖Other procedural changes have also supported the transition to a developmentalmodel of counseling. In addition to sending probation notices to students andrequesting they schedule a counseling appointment, follow up is now by a phonecall from us to those students who have not scheduled an appointment. Thisprocess is possible due to the recent purchase of the SARS Call program. Thisprogram has also made it possible to call students who enrolled during the openregistration period and encourage them to make a counseling appointment todevelop an educational plan.Implicit in the developmental model is the need for effective career counseling. In2008-09, the Shasta College Career Planning System (powered by Kuder, Inc.)- 9 -

was added to the tools available to help students make career decisions. TheOutreach Coordinator worked with the high schools on a grant to adopt andintegrate this tool at the high schools. The data collected on each of theparticipating high school students allows the college to send information regardingprograms at Shasta that match the students‘ interests. Unfortunately, due tobudget cuts, the Outreach Coordinator position was vacated in 2008-09 andremains unfilled. Consequently, the system has been underutilized as a directrecruitment tool.The Shasta College Career Planning System is also available to currently enrolledstudents. Because students can use the instrument for free and can access it online,it is anticipated that more students will follow through than has been the casewith the MBTI. In addition, several counselors are more comfortable withinterpreting the Shasta College Career System than with interpreting the MBTI.We will monitor the use of this inventory to ascertain that it is supportive of effortsin career counseling in response to the recommendation from the previousProgram Review: ―Place a stronger and renewed emphasis on Career Counseling.Develop a career planning program for undecided students: including earlyidentification of undeclared students, invitations to career counseling services,interest and values assessment and clarification, follow-up counseling andreferrals.‖2. Materials and EquipmentCounselors are dependent on the availability of the following computer programs:Datatel, My Shasta, SARS, and Microsoft Office. Counselors also need frequentaccess to the internet so that articulation agreements at www.assist.org, careerand employment data at websites such as www.onet.org, college catalogs atuniversity websites, and admissions criteria at college websites may be accessedeasily. Counselors rely on the subscription website www.collegesource.org toevaluate transcripts from other colleges and to write educational plans for studentstransferring to private and out-of-state institutions.Counselors have been trained in the use of several new Datatel screens in aneffort to improve data collection for the MIS report to the system office. In additionto Datatel, the SARS program is critical in mapping data to the Datatel program forinclusion in the MIS report. Efforts in staying current on curriculum changes attransfer institutions are reliant on the work of the Articulation Officer who submitsupdates on a regular basis. There is a continuing need to replace computers andprinters in order to maintain fast and reliable connections to these programs andthe ability to print education programs and information for students.3. Faculty Availability for General College ServiceNon-categorical counselors provide a valuable perspective through activeparticipation in college, faculty, and community committees. Following is alist of each counselor‘s associated service:Keith BrookshawLiaison, Natural Resources, Industry and Public Safety- 10 -

Lois CushnieFaculty Co-Chair, MatriculationCounseling Representative, Scholastic StandardsCounseling Representative, SLOEx-Officio, Academic SenateChair, Counseling Coordinator and Counselor Trainer and Transfer Advisory BoardDirector, Transfer CenterMember, BSI CommitteeRosie Gilbert-AhrensMember, Enrollment ManagementLiaison/Board Member, Tehama Latino OutreachMember, Northern Hispanic CoalitionMember, Diversity Advisory CommitteeMember, Student Equity CommitteeMember, Library Program Revision CommitteeMember, BSI CommitteeMember, Latina Leadership NetworkJason KellyMember-at-Large, Academic SenateSharon KennedyCounseling Representative, Distance EducationCounseling Representative, 508 ComplianceLiaison, Dietary Supervisor ProgramSue LoringMember/Past-Chair, Computer CompetencyCo-Chair, College CouncilLiaison, Nursing ProgramTom MorehouseCounseling Representative, CurriculumSecretary, Faculty AssociationMember, Veterans Support NetworkRegion One Representative, CCCCO Veterans GroupDaniel ValdiviaMember, Enrollment ManagementCo-Coordinator, Puente ProjectMember, Transfer Advisory BoardPlanning Committee, High School Counselors MeetingPlanning Committee, Cinco de MayoMember, Northern Hispanic Latino CoalitionMember-Tehama Latino OutreachOutreach and Recruitment – Central Valley High School,Upward Bound, and College Options/ETSStudent Clubs – Amigos Unidos, Intercultural Club, and Puente Club- 11 -

Counseling Center faculty members have served on Tenure Committees and asmentors to new employees. Faculty members also attend bi-monthly counselingmeetings and report on their involvement in their respective activities. In addition,categorical counseling faculty members are involved in general college servicesand serve on committees.4. Services/Centers/LabsThe Career Center, Transfer Center and Student Employment Center are housedin Room 126. There are 10 computers available for student use in these areas.A. Career CenterSince 2008-09 the Career Center has not been staffed. Students still haveaccess to materials and web sites, but the Career Center technician positionwas not filled when that person transferred within the college to anotherposition. The Transfer Center student service assistant and the StudentEmployment service technician are available to answer questions on a limitedbasis, but this then impacts their other job duties. In the meantime, MBTIs areadministered through the Assessment Center.B. Transfer CenterOne counselor is assigned 15% time as the Transfer Center Director andCounselor. A student service assistant is assigned 100% to the TransferCenter but is also cross-trained to cover the Counseling Center window duringlunch and break times. During busy times, she also answers CounselingCenter phone calls and schedules appointments. And since the loss of theCareer Center technician, the student service assistant occasionally helpsstudents with career related questions.The Transfer Center student service assistant maintains up-to-date catalogsand other materials to assist transfer students. She also demonstrates on-lineresources, including college applications and www.assist.org, to students aswell as providing CSU and UC general education sheets for counselors andstudents. In addition, she supports activities related to the Freshman FastTrack and New TRAC programs, collects data and assists in preparing theannual Transfer Center Plan, collects all the materials for preparing and mailingTAG agreements, and helps in scheduling NSTI orientations.Part of her time is devoted to organizing the Transfer Center bus trips to fouryearinstitutions and in scheduling representatives from the four-yearinstitutions who meet with transfer students. Each fall semester, the TransferCenter student service assistant organizes the Transfer Day whererepresentatives of 4-year institutions have booths in the quad and are availableto answer students‘ questions about their institutions. Prior to the loss of theCareer Center position, this was a much more elaborate event involvingcommunity members representing various careers and employmentopportunities. High school students from the feeder schools were invited to- 12 -

attend, several workshops were offered, and the entire college communityparticipated. The Transfer Day has been downsized because of the timeintensive nature of both planning and executing the event.Each semester, the Transfer Center student service assistant also organizesmeetings for the Transfer Center Advisory Board which is composed ofrepresentatives of the CSU, UC, local private 4-year institutions, a facultymember, Transfer Center Director, EOPS counselor, Student Support Servicescounselor, a local high school counselor, and a student.Following is a table of services that have been provided to students in the lasttwo years:Table 1: Transfer Services to StudentsCategory 2007-08 2008-09Students participating in94 121university tripsStudents attending center-led17 9workshopsUniversity Travel Awards 5 0Advisor contacts 323 295UTRAC contracts signed 55 43Students visiting Transfer849 917CenterTransfer AdmissionGuarantees (TAG)20 21C. Student Employment Center:The Student Employment Center provides job search assistance and guidanceon employability tools and techniques to students seeking work while enrolledin classes, after graduation, and at the completion of their training program.The Center is a resource for businesses and local employers seeking avenuesfor recruitment of employees to fill openings. Faculty and staff also rely on theCenter for employment related information and facilitation of the on-campusstudent hiring process. The Center is staffed by a full-time EmploymentDevelopment Services Technician.The Student Employment Center technician maintains a web page with currentjob leads and employment resources, allowing access on campus and offcampus. She also maintains bulletin boards featuring job leads andemployment related information in strategic locations around campus. OnMondays the Center is open until 7:00 p.m. for evening students andcommunity members. Professional resume guidance is available to studentsand graduates through the use of WinWay Resume software. Students alsoreceive assistance with cover letters and applications as well as preparation forjob interviews, including mock interviews with constructive feedback.The technician maintains strong working relationships with local employers andcommunity agencies to foster positive opportunities for students and graduates.This includes coordinating job fairs, including the Job Expo in partnership with- 13 -

In addition, in 2008-09 the College Recruiter worked with feeder high schoolsuperintendents to install the Shasta College Career Planning System oncomputers in the Career Tech Centers on each high school campus. Theresults of the surveys are available to the Outreach coordinator who can targetstudents with information regarding programs in which they are interested.The College Recruiter resigned in 2009 and, as a result of the state budgetcrisis, the college chose not to fill the position.5. Opportunities for Professional DevelopmentWith the exception of one counseling faculty member, full-time counselorsparticipate in Flex Day activities and bi-monthly counseling meetings. One meetingper month is devoted to training. Representatives of the Instructional Divisions, aswell as representatives from regional universities and university programs, oftenpresent information about their programs at these counseling meetings. As thecounseling faculty ranks have shrunk we have been forced to reduce the numberof meetings in order to maintain sufficient counseling appointments to meet theneeds of Shasta College students.All counselors had the opportunity in July 2009 to attend a teleconference with theChancellors Office regarding Matriculation data collection.The Counselor Coordinator attends the CSU and UC Counselor Conferencesevery year as well as the ETS conference every other year and participates inmatriculation training through the Chancellor‘s Office. Information is shared with allthe counselors at the monthly counselor training meetings. She also provides allnew full- and part-time counselors with a 40-hour training program. In 2007 sheparticipated in a Matriculation Site Visit to Santa Barbara City College inpreparation for a similar site visit to Shasta College. She has attended meetingswhich have provided professional development as a Transfer Center Director aswell as training on the MBTI.Daniel Valdivia has participated in Puente Project trainings and attended CoolCareers in Hot Industries conference since joining the counseling faculty. In Fall2009 he attended the CSU Counselors Conference.Sharon Kennedy has attended: Student Services Conference offered online (last 3years), online platform training, ANGEL, MOODLE, 508 compliance workshops (3years) and numerous @One desktop trainings.Sue Loring attended the following: Counseling Faculty Development Institute(February 2008); online class to learn how to create a pod cast (April 2008).Tom Morehouse has attended the Veterans Day at the CSU (2008) held at the CalState Maritime academy.Because professional development has not been funded fully in recent years,counselors receive most information via reports. This limits counselors‘ ability tonetwork with colleagues from other institutions which can limit the personal- 15 -

In the area of Matriculation Services for students, Admission and Records staff,Counseling Center classified staff, assessment staff, outreach services, IT andcounselors work as a team to provide a fine-tuned orientation. Student surveysregarding orientation have been very positive and consistently laudatory of the staffinvolved.Beginning in Summer 2009, two part-time counselors were reassigned to providespecialized support to students enrolled in basic skills classes. Initially, aspecialized orientation is presented and later followed with classroompresentations and proactive efforts to provide additional counseling during the fallsemester. This effort was developed to support the Basic Skills Initiative. Theresearch in the area of basic skills education indicates that the student servicesefforts to support these students is an effective strategy.In addition to representation on committees, the Matriculation Committee is theprimary means to get information to the instructional side of the house. Eachinstructional division has at least one representative on the Committee who isencouraged to keep the colleagues within the division informed. In addition, apresentation regarding matriculation and student services is provided to newfaculty members at their orientation at the beginning of the semester. Duringprevious Flex Day activities, counselors make presentations at some of thebreakout sessions.We rely heavily on the Research Office staff to help with SLO data collection andinterpretation, assessment cutoff scores, research studies regarding the efficacy oforientation, and our efforts in the Early Alert program in which counselors supportfaculty members who issue early alert notices.The Dean of Enrollment Services active involvement with Instructional Council andCollege Council further allows for student services input into the instructional sideof the house. For example, in Fall 2009 he was able to provide multiple strategiesfor deciding which courses to reduce for the spring semester. This led to furtherconsultation with the Instructional Deans and instructors regarding the impact ofdecisions on students‘ progress toward graduation and transfer.Attendance and participation by members of the Counseling Center at AcademicSenate meetings is another opportunity to foster collaboration, keep the collegecommunity apprised and aware of the counseling role, identify potential changes toneeded services, and be part of any campus-wide response. We should continueto seek other opportunities such as these to increase opportunities forcollaboration.Finally, the counseling newsletter is sent out once a semester, informing staff andfaculty of important dates, highlighting academic and service programs.8. Best PracticesAll counselors have access to the California Academic Senate‘s publication―Standards of Practice for California Community College Counseling Programs‖(adopted Spring 1997). It was used as a guide in preparing the template for thecounseling section of this program review.- 17 -

Table 3: Articulation HoursYear 2005-06 2006-07 2007-08 2008-09# of hours 262.5 173 306.5 240% of 195 19% 12.6% 22% 17.6%The Chancellor‘s Office statewide review and subsequent ―Notification of Non-Compliant Degrees‖ resulted in the articulation officer devoting substantial time toShasta College‘s degrees in 2007-2008. With the faculty and Dean‘s input, therewere 24 new emphases created for the AA University Studies major, and 22emphases for the AS General Studies major. Undoubtedly, the state budgetdeficits will continue to put pressure on counseling, articulation, and transfer to ―domore with less‖ as we assist students to reach their goals.For 2009-2010, Shasta College has 66 articulation agreements with 19 area highschools/Shasta Trinity Regional Occupational Programs (ROP). (See attachment1). The number of articulation agreements has varied between 66 and 85 over thepast five years. Beginning in the 2008-2009 school year, Shasta College beganoffering a dual-enrollment option with local high schools. The number of articulatedcourses is expected to decrease as dual-enrollment gains popularity. Somearticulated classes would be more appropriately ―housed‖ under the dualenrollmentclassification.At the time of the last program review, responsibility for the high school articulationprocess had changed. This change allowed Shasta College to have an assignedarticulation officer who could focus on Shasta College articulation with four-yearschools, as well as a high school articulation officer. The timing of this change hasproven to be very valuable, as the state has renewed its focus on career technicaleducation and its commitment of high school to college articulation. Having twoarticulation counselors has given Shasta College the opportunity to renovate thehigh school articulation process and increase emphasis on articulating with thelocal high schools. The additional help has also aided in aligning Shasta Collegewith the State‘s goal to decrease duplication of high school course work (byimplementing high school to college articulation) at the college level.In 2004-2005, Shasta College created and piloted a new online articulation processwith the goal of streamlining the process for students and instructors. This pilotedprogram, adopted as the template for the articulation process, continues to receivepositive feedback. The current articulation website gives high school instructorsaccess to online information that features a detailed flow chart including live linksdetailing; ―High School/ROP Instructor Articulation Process‖ (attachment 2); ―Howto Articulate for College Instructors‖ (attachment 3); ―Student Process for ObtainingShasta College Credit‖ (attachment 4); and ―Student Request for Credit‖(attachment 5).‖ From the articulation website, high school instructors have accessto college instructors‘ office hours, phone numbers, and emails. There is alsoaccess to the current Shasta College course descriptions and outlines, which helpinstructors to match high school classes with equivalent college classes. ShastaCollege has been, and continues to be, a state leader in the implementation of theonline high school articulation process.- 21 -

In speaking with colleagues at the above institutions, they were unable to tell ushow many contacts they have with students each year. As at Shasta, somecounselors wear multiple hats so it is difficult to define a full-time counselor. Since,in the case of Shasta College, we used full-time counseling faculty (regardless ofthe fact that they may be functioning in other capacities as well as counseling), weused the same definition for the other institutions. The second number in theCounselor row refers to part-time counselors who have a consistent schedule, andthe third number represents on-call counselors who work during impacted timesonly. Redwoods and Siskiyou also use B.A.-level advisors. When computing theratio of students (using headcounts) to FT Counselors, advisors were counted inthe full-time counselors. Although Shasta‘s ratio is highest, the use of on-callcounselors has helped mitigate this in the past. However, since the matriculationbudget was slashed 64%, this option is no longer available. Butte Collegeindicated that they had several more part-time counselors prior to the budget crisis,but had to let them go.Facilities at the comparison institutions are similar to Shasta‘s. Most have ashared facility for student employment, career center and transfer center. LikeShasta, they have TAG agreements with the participating UC‘s, opportunities foron-the-spot admissions, and difficulty getting a UC representative to meet withstudents on the community college campus. College of the Siskiyous, like Shasta,has the tuition agreement with Southern Oregon University. Mendocino has aLiberal Studies program of Sonoma State offered on the community collegecampus which is similar to the CSU Chico program at our University Center andthe National University program offered on our campus.The following table provides a comparison with other community colleges in thenorth state in terms of the number of transfers to CSU and UC in 2008-09:Table 5: Transfers to CSU and UCShasta Butte Mendocino Redwoods SiskiyousUC 43 26 14 7 7CSU 353 712 91 301 47As the table illustrates, Shasta College transfers more students to the UCs than theother community colleges. Despite the fact that CSU Humboldt is located withineasy commute from College of the Redwoods, Shasta College transfers morestudents to the CSU. Butte College transfers a large number of students to theCSUs, 574 – 620 transfer to CSU Chico. A large number of these students arestudents who attend Butte College from out of the area with the intention oftransferring to CSU Chico. About 200 Shasta students transfer to CSU Chico, thenearest public institution, each year.4. Facility Use/AvailabilityExcept for one Saturday per year when a Freshman Fast Track Orientation isoffered, counseling services are not available on the weekends. However,counseling services are available five (5) days a week, including evening hoursMonday through Thursday. During high demand times, all full-time counselors arescheduled and supplemented by part-time counselors. In order to providecounseling services in the summer, counselors take time off during the fall and- 25 -

5. Faculty and Classified StaffingThe following table illustrates the staffing patterns of full-time and part-time facultycounselors and classified staff on the Shasta campus:Table 6: Staffing Patterns – Shasta Campus2006-07 2007-08 2008-09# FTCounselingFall 8 10 9Spring 8 10 8Summer 10 10 8# PTCounselingFall 2 6 7Spring 2 6 7Summer 6 6 7FT/PTFall 8/2 10/6 9/7Spring 8/2 10/6 8/7Summer 10/6 10/6 8/9# Students Appt. Express Total Appt. Express Total Appt. Express TotalFall 2331 3020 5351 3364 1646 5010 2723 2326 5049Spring 3926 2114 6040 5296 1531 6827 4322 2579 6901Summer 1671 1457 3128 2280 741 3021 2201 1402 3603Total 7928 6591 14519 10940 3918 14858 9246 6307 15553# Staff# Studentsby FTAppt. Express Total Appt. Express Total Appt. Express TotalFall 2114 2060 4174 2700 1205 3905 1999 1466 3465Spring 3444 1443 4887 4401 1194 5595 3150 1538 4688Summer 1383 728 2111 1308 325 1633 1404 820 2224Total 6941 4231 11172 8409 2724 11133 6553 3824 10377# Students Appt. Express Total Appt. Express Total Appt. Express Totalby PTFall 217 960 1177 664 441 1105 724 860 1584Spring 482 671 1153 895 337 1232 1172 1041 2213Summer 288 729 1017 972 416 1388 797 582 1379Total 987 2360 3347 2531 1194 3725 2693 2483 5176# StudentsFT/PT11172/334711133/372510377/5176- 27 -

The following table shows the release time of faculty by term on the Shastacampus. Release time includes the following scheduling codes on SARS:articulation, project, meet (during the summer this includes orientations), special,coordinator, transfer center, matriculation, release, class, class prep, and training.Table 7: Faculty Time on Projects – Shasta CampusFaculty F06 S07 U07 F07 S08 U08 F08 S09 U09BodeenTransfer 59.0 131.5 26.0Project 53.5 0.0 0.0Meet 65.5 87.0 9.0Total 178.0 218.5 35.0BorgArticulation 105.5 64.5 36.5 138.0 157.0 9.5 123.0 114.5 57.0Meet 105.0 91.0 27.0 96.0 72.0 31.0 69.5 81.0 29.0Project 97.0 75.5 1.0 15.5 2.5 2.0 5.0 4.5 1.0Special 25.0 25.5Total 307.5 231.0 64.5 249.5 231.5 67.5 223 200.0 87.0CushnieTransfer 17.5 30.5 4.5 34.0 38.0 40.0Matric 28.0 40.0 1.5 27.5 48.0 29.0Coord 1.0 42.0 99.0 42.5 77.5 58.5 51.0Train 3.0 41.0 0.0 9.0 46.5 4.5 18.5Meet 84.0 132.5 58.5 50.5 83.0 42.5 48.5 56.0 44.0Project 10.5 27.0 2.5 13.5 14.0 0.0 6.5 13.5 0.0Special 0.0 5.0 2.0 0.0 0.0 8.5 16.5 0.0 0.0Total 94.5 164.5 67.0 192.5 266.5 108.5 257.0 218.5 182.5DragtenMeet 21.5 59.0 28.5Project 53.5 8.5Total 21.5 112.5 37.0KellyMeet 67.0 57.0 7.0 97.0 66.5 9.5 64.0 45.5 8.0Project 5.5 0.0 28.0 7.0 0.0 1.5 28.0 29.5Special 0.0 0.0 1.0 0.0 0.0 1.5 42.0 0.0 0.0Total 72.5 57.0 36.0 104.0 66.5 11.0 107.5 73.5 37.5LoringMeet 75.5 70.0 24.5 64.0 86.5 29.5 79.0 62.0 34.5Project 32.5 27.5 .5 26.0 37.5 0.0 19.5 23.0 4.0Special 12.5 70.0 0.0 0.0 0.0 9.5 25.5 0.0 0.0Total 120.5 167.5 25.0 90.0 124.0 39.0 124.0 85.0 39.5MandesClass 141.0 127.5 0.0 125.0 41.5 0.0 0.0 0.0 0.0C-Prep 0.0 127.5 6.0 141.0 30.0 0.0 0.0 0.0 0.0Meet 3.0 0.0 0.0 0.0 4.0 0.0 7.0 0.0 0.0Project 0.0 0.0 0.0 0.0 4.0 0.0 1.0 0.0 0.0Special 533.5 571.5 4.5 97.5 97.5 36.0 148.0 146.5 22.0Total 677.5 826.5 10.5 363.5 177.0 36.0 156.0 146.5 22.0- 28 -

Table 7 (continued): Faculty Time on Projects – Shasta CampusFaculty F06 S07 U07 F07 S08 U08 F08 S09 U09McQueenArticulation 94.0 91.0 16.0 62.0 73.5 8.0 29.0Meet 43.0 42.5 43.0 101.5 75.0 56.0 61.0 25.5Project 26.5 0.0 2.0 28.5 13.5 1.5 11.0Special 5.0 0.0 0.0 0.0 6.5 10.5 24.5Total 168.5 133.5 61.0 192.0 168.5 76.0 125.5 25.5MorehouseMeet 108.5 98.0 28.5 55.5 48.5 40.5 36.5 27.0 29.5Project 8.5 10.5 3.0 6.0 5.5 0.0 3.5 13.5Special 0.0 0.0 0.0 0.0 0.0 2.0 26.0 0.0Total 117.0 108.5 31.5 61.5 54.0 42.5 66.0 40.5 29.5MorenoMeet 96.0 111.0 74.0 26.0Project 14.0 17.0 21.0 4.5Total 110.0 128.0 95.0 30.5ValdiviaMeet 30.0 58.0 50.0Project 2.0 124.0 114.0Total 32.0 182.0 164.0Evening coverage on the Shasta campus: Previously, Monday and Wednesdayevenings coverage was done by a part-time counselor. On Tuesday and Thursdayevenings, we had coverage by a full-time counselor. Since the matriculation budgetwas cut, all evening coverage is provided by a full time counselor four nights aweek.- 29 -

The following table illustrates the staffing patterns of full-time and part-time facultycounselors and classified staff on the Tehama Campus:Table 8: Staffing Pattern – Tehama Campus2006-07 2007-08 2008-09# FT CounFall 2 2 2Spring 2 2 2Summer 2 2# PT CounFall 1 1 2Spring 1 1 3Summer 1 1FT/PTFall 2/1 2/1 2/2Spring 2/1 2/1 2/3Summer 2/1 2/1# Students Appt. Express Total Appt. Express Total Appt. Express TotalFall 459 199 658 695 137 832 913 157 1070Spring 645 218 863 1029 309 1338 961 470 1431Summer 665 192 857 552 127 679 478 716 1194Total 1769 609 2378 2276 573 2849 2352 1343 3695# Staff# Studentsby FTAppt. Express Total Appt. Express Total Appt. Express TotalFall 409 198 607 614 137 751 824 130 954Spring 645 218 863 977 259 1236 914 246 1160Summer 426 187 613 521 113 634 391 239 630Total 1480 603 2083 2112 509 2621 2129 615 2744# Students Appt. Express Total Appt. Express Total Appt. Express Totalby PTFall 50 1 51 81 0 81 89 27 116Spring 0 0 0 52 50 102 47 224 271Summer 239 5 244 31 14 45 87 477 564Total 289 6 295 164 64 228 223 728 1951# StudentsFT/PT2083/2952621/2282744/1951- 30 -

The following table shows the release time of faculty by term on the Tehamacampus.Table 9: Faculty Time on Projects – Tehama CampusFaculty F06 S07 U07 F07 S08 U08 F08 S09 U09Gilbert-AhrensClass 49.5 46.0Class-P 34.0Meet 47.5 83.0 4.0 33.5 59.5 15.5 69.5 54.0 26.5Project 4.0 13.0 .5 1.5 3.5 3.5 19.5 17.5 2.0Special 8.0 26.0Release 208.0 176.5Travel 3.5 19.5 1.0 11.5 17.5 1.0 17.0 18.5Total 312.5 292.0 13.5 152.5 80.5 20.0 106.0 90.0 28.5KennedyClass 3.0Class-P .5 .5 .5Meet 54.5 40.5 9.0 15.5 24.0 17.5 40.0 17.5 8.0Project 39.5 28.0 2.5 24.0 49.5 25.0 17.5 11.5Special 15.0 29.0 9.0 12.0 1.0 1.0Travel 13.5 8.0 8.0 5.0 5.5 8.5 3.5Total 122.5 105.5 28.5 56.5 79.5 44.0 70.5 32.5 8.0Evening coverage on the Tehama campus: Evening coverage, provided by a parttimecounselor, was limited on the Tehama campus in 2008-09.It is important to note that these numbers do not reflect counselor contacts duringsummer orientations nor do they reflect counselor phone or email contacts withstudents who received an Early Alert notice. Also not reflected in the above tablesare additional contacts made with 1) on-line students, 2) students at theIntermountain Campus and the Trinity Campus, and 3) additional contacts made bythe athletic counselor.The tables do not reflect the difference in function between Shasta campuscounselors (2) who work between 60 and 67% time and those who work onlyduring impacted registration times (6). At the Tehama Campus, the part-timecounselors work primarily during impacted registration times.6. EquipmentAll counseling offices are equipped with personal computers. All counselingcomputers have been upgraded since the last program review. They have accessto the college servers, including access to Datatel and the internet. Eachcounseling office also has a printer. Two fax machines are available for use in theCounseling Center and Admissions and Records Office. Counselors also haveaccess to multiple lap top computers and projection units when needed.The multi-purpose Counseling Center has 10 student and staff use computers.These computers are used for counseling, career center, student employment, andtransfer center business. In addition, there are two computers only used by the- 31 -

Counseling Center employees. The Counseling Center has a telephone and faxmachine that students can use to call four-year institutions, or to send outapplications or resumes. There is also a copier and two printers available forstudent use.The Assessment Center was relocated in the Fall of 2009. The new location is afull size classroom with 28 computers used to test students in math, English,career assessments, and other areas. If this lab becomes full, the previous testingsite can be used as an overflow location.7. Budget Information, Requests, Action PlansIn spring of each year, the Dean of Enrollment Services and CounselingCoordinator in consultation with the counseling department will develop operatingbudget requests for the upcoming year. Justifications will be prepared based ondemonstrated need including supporting data and program review documentation.College priorities aligned with the current Strategic Plan, and unforeseencircumstances (vacancies) are also considered within the requested budget items.The Counseling Center will submit justifications for supplies, student workers,equipment, and discretionary funds to the Vice President of Student Services. TheVice President will prioritize budget requests for the entire division and present finalrecommendations to President‘s Cabinet. Pending Cabinet approval, adjustmentswill be based to available expenditures, and new budget line items. The newbudget will be posted in Datatel by the new fiscal year in July.8. Reach of ServicesShasta College offers counseling services (including limited DSPS services) at ourIntermountain, Trinity and Tehama Campuses. Students can access a counselorthrough telephone conferences at the Trinity and Intermountain Campus and a fulltimecounselor is available in person at the Tehama Campus. In addition tocounseling students in the three counties, online counseling is made available toShasta College students throughout the world.At the Tehama Campus we have a full-time counselor, a part-time EOPS counselorand an additional part-time counselor during peak periods. Full service generalcounseling is provided for students by appointments or during express counseling.Based on the current number of students attending Shasta College at the TehamaCampus, approximately 1400, it is recommended that our counseling services beexpanded (DSPS, FA, Student Health Services, ESL and Basic Skills).We also offer full matriculation at the three sites. Orientations are offered in personand over ITV. Assessment is available along with registration. Students may takeadvantage of our student services courses and workshops over ITV.We have improved our online matriculation process by requiring an email addressfor our online application. That allows communication with students regardingpertinent information and announcements as well as the implementation of onlineregistration. My Shasta has been a significant step forward and has given ourstudents not only the ability to register, but has given them access to records,- 32 -

grades, unofficial transcripts, financial aid information, and a mechanism to pay forclasses online. There is still a need for online assessment and orientation.Scanning transcripts from high schools and other colleges on the I-Drive hasimproved the ability to access records. Electronic notes on SARS have alsoimproved counseling efficiency.Student SuccessA review of the data for 2006-07, 2007-08 and 2008-09 prepared by the Research andPlanning office shows increasing enrollment each year by semester. Although theincreases are in both female and male enrollments, the percentage of male enrollment isincreasing slightly each year. The enrollment in the 50+ category remains steady atabout 1300 enrollments, but the percentage of this age group is declining as the otherage groups are growing. Enrollment of Hispanic students has increased each year withthe largest growth in summer and spring terms. Over the three years we see anincreased percentage of students with GPAs below 2.0 and between 2.0 and 2.5.In relation to retention we see that trends vary by term. During the summers we see: anincrease in retention overall; increase in retention of the 50+ category (from 82 – 96%);increase in American Indian retention (76.7% to 92.2%); and increased retention ofstudents with a GPA below 2.0 (80.8% to 91%). We see that overall retention droppedslightly each succeeding fall semester; although the percentage of retention increased inthe following categories over the 3 fall semesters: 18 – 24 year old, 25- 49 year olds,50+, African Americans; higher GPA ranges. However, the retention picture issomewhat different for the spring semesters. Overall retention increased slightly overthe spring semesters, including across ethnicities.Since Fall 2006, various processes and procedures in the area of student services havebeen reviewed and revised in an attempt to enhance the student experience at ShastaCollege. The follow analysis is related to early alert, orientation and counseling.Early AlertIn 2007-08 we were successful in implementing an Early Alert program whereby facultyindicate in My Shasta that a student may be experiencing difficulty in a class. Aspreadsheet of students who received an early alert notice is provided to the counselingcoordinator who assigns a counselor to follow up with each student. Implementation ofthis voluntary instructional faculty program was in response to the followingrecommendation in the previous Program Review: ―To improve student retention,establish a system of Early Alert for students to provide assistance before they drop outor fail.‖1. Participation in Early AlertThe early alert process was introduced to faculty through the college facultylistserv, Academic Senate meeting discussions, and division presentations.Instructor participation in the early alert process, however, was entirely voluntary.The table below displays the number of faculty participating in early alert, at the 5 thand 10 th week interval, and the number of students included in each alert cycle.- 33 -

TotalNumber ofFaculty*Number ofSubjectsCoveredTotalNumber ofStudents‗Alerted‘Table 10: Early Alert Participation2007-2008 2007-2008 2008-2009 2008-2009 2009-2010Fall Spring Fall Spring FallWeek 5 Week10Week 5 Week10Week 5 Week10Week 5 Week10Week1026 8 15 40 31 30 42 49 5416 5 11 28 14 19 24 28 34400 65 141 513 376 480 493 597 772*may include more than one faculty member when a course is team-taughtAs shown in Table 10, faculty participation in the Early Alert program has increasedover time, and with the increase in participation, more students are being alerted.Except in the first year (2007-2008), more instructors participated in the 10 th weekalert than the 5 th week alert. Anecdotally, instructors report that they are not ableto identify students who may be having problems if there haven‘t been a sufficientnumber of graded assignments upon which to make such an assessment.2. Impact of Early AlertTo assess the impact of the Early Alert program, we constructed three groups ofstudents at each alert cycle for comparative purposes:a. Students in courses in which the instructor did not participate in the EarlyAlert program. Given the level of participation, this group consists of themajority of students.b. Students in the courses for which the instructor participated in the Early Alertprogram but who were not ‗alerted‘.c. Students who were alerted.Two principal outcomes were examined: course dropping behavior and retentionand success. Here we define dropped as an official drop or withdrawal from thecourse. Each alert cycle is examined separately because instructors did notalways participate in both alert cycles in a semester, thereby making the ‗No Alert‘category different across the 5 th and 10 th week cycles within a given semester.3. Course Dropping BehaviorBefore the detail of course dropping behavior is examined, the graph below, usingactual data, displays what appears to be the typical pattern; that is, approximately20 percent of students drop courses. However, this pattern does not appear tohold for students who receive an alert (either at the 5 th week of the term or the 10 thweek). Alerted students have a much lower drop rate than their counter-parts.Once an alert is received, students drop their courses at rates similar to theircounter-parts prior to the alert cycle.- 34 -

The detailed data for each alert cycle and for the academic years 07-08 and 08-09support the pattern displayed in the graph.What the data suggest is that the Early Alert is acting as a prompt for students todrop the problematic course. For example, the table below shows the percentageof students who dropped their courses before the 5 th week and those who droppedafter the 5 th week. The first column displays student behavior in those courseswhere faculty did not participate in the 5 th week alert. The second column showsthe behavior of students who were in courses where faculty participated in the 5 thweek alert, but who were not alerted. The third column shows those students whowere alerted. We see that non-alerted students dropped courses at a much higherrate than those who were alerted. Obviously, a student could not be alerted in the5 th week if he/she dropped before then. But what is remarkable is the much higherrate of dropping after the 5 th week among these alerted students.Droppedbefore 5 thweekDroppedafter 5 thweekTable 11: Drop RateFallSpringNo Alert Week 5 Week 5AlertedNo Alert Week 5 Week 5Alerted# % # % # % # % # % # %6,054 18.45 883 22.26 41 10.90 5,163 14.83 638 20.73 37 7.513,129 9.54 305 7.69 117 31.12 2,820 8.10 174 5.65 148 30.02This is true for both alerts at the 5 th and the 10 th weeks. Further study should bedone to determine from those students have received an alert, what actions theytook to either improve their performance or drop the course. Similarly, facultyshould be asked what their goal was in alerting a student at either the 5 th or 10 thweek.- 35 -

4. Retention and SuccessWe examined retention and success of students across the three comparisongroups as an additional outcome subject to the Early Alert program. Students whowere identified for an alert had lower retention and lower success rates than theircounterparts. Interestingly, students who were alerted but remained in the classhad lower success rates than other students. Students in classes of instructorswho participated in the Early Alert program but who were not identified as needingan alert, had success rates generally higher than those of students in courseswhere the instructor did not participate in the alert. This finding suggests that oneof the criteria instructors used to identify students for an alert was poorperformance in class and/or on assignments.One difference between the 5 th and 10 th week cycles is that students alerted in the10 th week cycle had higher retention rates than those alerted in the 5 th week cycle.This finding is simply due to timing; if the student stayed in class until the 10 thweek, s/he generally stayed in the course until the end of the term.Table 12A: Student Retention and Success by Alert Cycle – 5 th WeekNone07-08 08-09Fall Spring Fall SpringWeek5Week5 Alert NoneWeek5Week5 Alert NoneWeek5Week5 Alert NoneWeek5Week5 AlertAll N 31,808 2,469 400 32,618 1,214 141 32,814 3,966 376 34,804 3,078 493Retained Mean 84.9% 85.1% 59.7% 86.5% 87.2% 67.6% 83.6% 82.8% 53.4% 87.5% 86.4% 58.2%Success Mean 67.4% 70.3% 17.7% 68.7% 72.2% 32.4% 68.5% 69.7% 21.0% 69.5% 73.9% 18.8%Table 12B: Student Retention and Success by Alert Cycle – 10 th WeekNone07-08 08-09Fall Spring Fall SpringWeek10Week10AlertNoneWeek10Week10AlertNoneWeek10Week10AlertNoneWeek10Week10AlertAll N 34,215 397 65 30,799 2,661 513 34,206 2,470 480 34,670 3,109 596Retained Mean 84.6% 88.8% 70.3% 87.1% 84.3% 60.6% 83.4% 86.0% 60.0% 87.4% 86.3% 71.8%Success Mean 66.8% 81.1% 32.8% 69.3% 72.2% 18.0% 68.1% 78.2% 21.8% 69.5% 76.8% 15.6%5. SummaryThis preliminary analysis of the Early Alert program suggests that the program isregarded by students as a signal that they are not performing well, and aninducement to drop the problematic course. Yet, because the success rates forthose alerted students who do not drop is not 0, some students are taking the alertas a signal to work harder in class.- 36 -

The Counseling Center and Matriculation Committee has raised the question, areboth alert cycles needed or is the 10 th week cycle sufficient? The answer to thisquestion depends on the goals of the program, and how students are respondingto the alert. The data suggest that:More faculty participate in the 10 th week alert. Perhaps this is because the 5 thweek is too soon in the semester to identify students who are struggling.Once alerted, more students drop the course after the 10 th week alert, than afterthe 5 th week alert.Once alerted, students who do not drop the course have poor outcomes asmeasured by retention or success rates. No conclusion regarding 5 th weekversus 10 th week alert can be made since the data are not very consistent.Whether or not a 10 th week alert is sufficient depends in large measure on what thepurpose of the alert. At the 10 th week, it is hard for students to do more than dropthe course.These findings suggest that more information is required, from faculty andstudents, in order to more fully understand what impact the program has onstudents. Three surveys are proposed.a. Faculty Participants: The survey would elicit from them what they see as thegoal of the alert, why certain courses are selected (even among participants,not all courses are included in their alerts), what action they would like to seefrom their students, etc.b. Faculty Non-Participants: This survey would elicit from them their reasons fornot participating. The design of this survey could be informed by what islearned from the faculty participant survey.c. Alerted Student Survey: This survey would ask them the reasons theyperceive for the alert, what actions they considered after getting the alert,and what opinion they have regarding the Early Alert program.6. Improvements to the Early Alert ProgramIf we continue an Early Alert program, we should develop consistent procedures indata collection to facilitate monitoring trends and assessing the program‘s impact.For example, there was little consistency across the various spreadsheets in eithercontent or format of the information provided. We should also consider whatadditional questions we want to explore using these data. For example, if we thinkthat there is a difference between full-time/contract faculty versus part-time/adjunctfaculty, we should either include this data or have complete faculty names so thatthis information can be more easily included.- 37 -

OrientationOne process that was redesigned was the Orientation program for new students at thecollege. The new orientation program not only introduced students to the variousacademic and career technical opportunities available, but included a workshop duringwhich students could talk with a counselor and sign-up for courses using the onlineregistration system, MyShasta. However, as before, not all new students participated inOrientation. Those students who registered the week prior to the start of classes or metthe exemption requirements were able to avoid attending an orientation.This report first describes students who attended orientation sessions, and then focuseson the experiences of first-time freshmen, comparing student outcomes between thosestudents who attended an orientation and those who did not. The report uses data thatare relatively new additions to Datatel. As a consequence, the analyses serve not as adefinitive statement about orientation or first-time freshmen, but rather how these datamay be used in the future when there is more long-term consistent and accuratereporting.The descriptive analysis of students who attend orientation shows that different groupsof students attend during each term. The Spring term orientations are typically attendedby high school seniors, in preparation for starting college in the Fall. The Fall termorientations are attended by older students who are typically more interested in careerdevelopment and training. Those students attending orientation during the Summer area combination of both groups, that is, slightly older than high school seniors interested inboth transfer education and career training. The differences in orientation audienceshas implications for the content of those sessions to better meet the needs of thoseattending.For first-time freshmen, attending an orientation session has modest positive impact onretention and little impact on success. However, attendance appears to be correlatedwith higher GPAs, perhaps a result of learning the importance of dropping orwithdrawing from courses when academic performance is not good. For these first-timefreshmen, seeing a counselor appears to have positive impact on student outcomes, andthe majority of first-time freshmen do visit a counselor. This finding merits furtherexamination to determine whether the type (content) of a counselor visit has distinctbenefit.1. Student Orientation DataHistorically, Shasta College has not collected nor reported accurate informationabout various matriculation services. Orientation was no exception to this rule.Prior to Fall 2007, no consistent information concerning orientation services wasreported. Since Fall 2007, Enrollment Services staff collected information aboutstudent attendance at orientation, and the data has subsequently been uploadedinto Datatel to facilitate reporting to the Chancellor‘s Office.The counseling staff presents several different orientations, designed to addressthe needs of different audiences. In the Spring, orientations are held which aredesigned specifically for high school seniors who anticipate attending Shasta- 38 -

College in the Fall. During the summer, orientations are presented to a wideraudience who are more general in nature, again for students anticipating startingcollege in the Fall.Because of the popularity of the orientation sessions, attendance is by reservationonly. It is from these reservation lists that Enrollment Services identifies whoattended which orientation. When these data are uploaded into Datatel, theorientation session is coded as a counselor contact type OR.Table 13: Orientation ParticipationFirst Time FreshmanTerm of All Students Number PercentOrientation2007 – Summer 176 98 55.72007 – Fall 228 77 33.82008 – Spring 926 826 89.22008 – Summer 843 507 60.12008 – Fall 347 118 34.02009 – Spring 1,146 955 83.32009 – Summer 1,059 594 56.1Total 4,725 3,175 67.2* an unduplicated count of students who have attended a Shasta College orientation.Since the new orientation program and process was instituted, 4,725 studentshave participated in orientation at the college (Table 1). The majority of studentsattended orientation at the main campus. The extended education sites providedorientation sessions and started recording student attendance with the 2009S term.Orientation attendees vary by the term in which the orientation is attended.Prospective students attending the Spring term orientations are generally betweenthe ages of 17 and 19. This is consistent with the Enrollment Services outreachprogram to local high schools. Summer orientations also draw many of thesetraditionally aged students, while the Fall orientations are mainly attended bypersons 20 years of age and older. On average, students attending a Springorientation are between 18 and 19 years old, while those attending in the Summerare about 22 years old and those attending Fall are 26 years and older.Educational background of orientation attendees follows a similar pattern. Personsattending orientation in Spring are generally high school graduates (or pendinggraduates). Persons attending orientation in the Fall have a higher likelihood of nothaving a high school diploma.The most frequently reported educational goal for students who attend anorientation is to transfer from Shasta College with an AA or AS degree. Forstudents attending orientation in the Fall, there is more of a focus on career trainingthan among those students attending orientation in the Spring. These studentsreport educational goals such as earning an AA, AS, or certificate without transfer,and preparing for a new career and updating job skills. The full demographic dataon orientation attendees is attached as an addendum.- 39 -

A note about orientation data: Orientation occurs most frequently before studentsregister for courses, and for soon-to-graduate high school students, this meansmany months before they register for courses. This seems to be a particular issuewith 2007 Fall, and 2008 Spring and Summer terms where the orientation mayhave occurred in the Fall but was reported in the Spring, or occurred in the Springand was reported in the Summer, or occurred in the Summer and was reported inthe Fall. Thus, there is a timing issue between when the orientation occurs andwhen it is reported to the MIS. Fortunately, the information reported to the MIS issimply whether or not the student EVER attended an orientation. However, theactual timing of when that orientation occurred can only be determined usingDatatel information.2. Focus on First Time FreshmenThe focus of this analysis of the impact of orientation on student outcomes is onfirst-time freshman. We define a first time freshman as any student whose firstsemester at the college is Fall 2007 or after, who is between the ages of 17-19during that first term, and who has a student type of \: HS Enrichment (grades 11-12); Not a graduate of, not in HS; Received a High School Diploma; ReceivedGED/Certification of Equivalency/Completion; Received Certification or passed HSProficiency Exam; Foreign High School Graduate; or Pending HS graduate. Usingthis definition, there are 3,175 first-time freshmen who attended orientation sinceFall 2007 (Table 1). The majority of students (57%) attending orientation are firsttimefreshmen, and these first-time freshmen dominate at Spring orientationsessions.Table 14: Numbers of First Time Freshman Taking Coursesby Orientation Attendance Status2007U 2007F 2008S 2008U 2008F 2009SAttended Orientation 14 250 152 79 1,187 300Did Not Attend 2 2,671 330 173 892 414* NOTE: Recording orientation attendance began formally in 2007F, hence the number of firsttime freshmen who did not attend may be due to under-reporting attendance.3. Student OutcomesOne of the goals of a well structured orientation program is to introduce students tothe college‘s programs as well as to those services that can support studentsuccess. Given this goal, we hypothesized that students who attend an orientationwill do better in their courses, that is, have better academic outcomes, than thosewho do not.Analogous to what the Chancellor‘s Office does, we created a variable, EverOriented, to indicate whether or not a student has attended an orientation. Whilethere may be good analytic reasons to specify the term in which orientationoccurred, an examination of our data indicates that some first time freshmen havetaken courses at the college before they attended an orientation. Others attendedorientation, but registered for courses one-two terms afterwards. Given therelatively short time period since the collection of orientation data, we do not havesufficient data to look at timing effects. Thus, for this first examination of theimpact of orientation we use the simple Ever Oriented variable concept.- 40 -

We looked at several different outcomes: retention and success, term GPA, andacademic standing. To perform this analysis, we merged student orientationattendance records with student academic records. First-time freshmen who didnot attend orientation serve as the comparison group.Table 15: Retention and Success Rates by Academic Term2007F 2008S 2008U 2008F 2009SAttended Orientation Retained 89% 90% 96% 84% 90%Did Not Attend Retained 86% 88% 94% 84% 88%Attended Orientation Success 70% 66% 89% 66% 73%Did Not Attend Success 66% 68% 84% 66% 69%First time freshmen who attend orientation have slightly better course retentionrates than first time freshmen who do not attend orientation (Table 2). However,the consistent, slight positive effect of orientation does not translate over to coursesuccess.Attended OrientationDid Not AttendTable 16: Course Load by Academic Term2007F 2008S 2008U 2008F 2009SFull-Time 12% 40% 41% 48% 33%LoadFull-Time 48% 46% 38% 38% 35%LoadWe looked at the course load taken by first-time freshmen, by whether or not theyattended orientation. There was no discernable pattern between success and fulltimecourse load to explain the differences between students who attendedorientation and those who did not.Table 17: Term GPA by Academic Term2007F 2008S 2008U 2008F 2009SAttended Orientation Term GPA 2.48 2.17 2.15 2.11 1.95Did Not Attend Term GPA 2.10 1.97 2.03 1.94 1.61Comparing the two groups of first-time freshmen, those who attended orientationdisplayed a higher term GPA than those who did not (Table 4). This pattern doesnot track identically with the course success rates. We need to explore this moreto determine the exact cause. It could be that students who attended orientationare more aware of the relative benefits of withdrawing from a course or taking anincomplete. This could explain their higher term GPA, and their less impressivesuccess rates that are based on actual end-term grade.- 41 -

Table 18: Academic Standing by Academic Term2007F 2008S 2008F 2009SAttended Orientation No Academic Standing Issues 94% 96% 86% 88%Good 1%

Table 19B: OrientationFall 08 Spring 09 Fall 09 Spring 10After attending the orientation,has your knowledge of resourcesavailable at Shasta College to 95% 97% 97% 98%help you reach your educationalgoal increased?After attending the orientation,do you have a betterunderstanding of where to lookto find information about98% 98% 98% 98%programs and graduationrequirements at Shasta College?Did you receive enoughinstruction during the orientationtoday to feel confident using thecomputer to register on-line foryour classes?96% 98% 98% 96%Finally, we asked students what they felt was the most helpful part of theorientation. Many students responded, and while we do not have enough room forthem all, these four are representative of many of the comments offered by thestudent attending orientation.The one-on-one help from counselorsThe step by step demonstration.all subjects regarding registration, classes, tutors, labs, etc were covered andwe were able to ask questions with a easy comfort levelthe counselors knew exactly what they were doing and were very, veryhelpful.Counseling ServicesCounseling services are an important component of the first-time freshmen experience,and we looked to see whether or not seeing a counselor affected student outcomes. Weidentified whether or not a student saw a counselor during a given academic term usingtwo different types of data. First, we aggregated counselor visits – academic counseling(AC) and counselor assisted development of educational plans (EP) – from theCONTACT file for each term. All locations (e.g., main campus, extended educationsites, DSPS, etc.) that provided such services were included in this analysis. Second,we looked at the academic standing information and if there was indication of acounselor visit, that is, the standing code included a ‗C‘. The final variable combined thetwo different sources and types of counselor visits into an aggregate variable, EverCounselor. The same student outcomes used for the orientation attendance analysiswere then examined.The data indicate that the majority of first time freshmen students had made a counselorvisit. Retention for those who saw a counselor was higher than that for those studentswho did not see a counselor. Success rates were also higher as were term GPA figures.- 43 -

Saw aCounselorDid not see aCounselorTable 20: GPA2007F 2008S 2008U 2008F 2009S61.2% 82.4% 75.8% 73.5% 72.0%38.3% 17.6% 24.2% 26.5% 28.0%The Student Learning Outcomes (SLO‘s) are an important indicator of student successwhile visiting a counselor; the results are listed below.Table 21: Academic Counseling SLO/Success1. As a result of meeting with my counselor, Inow have a better understanding of myeducational goal.Yes- 44 -NumberAcademic Year07-08 08-09Percent Number Percent167 83.1 136 85.5No 2 1.0 1 0.6I knew this information before I metwith my counselor. 32 15.9 22 13.8Total Responses 201 100.0 159 100.02. As a result of meeting with my counselor, Iknow which classes to take next semester and/orwhich classes I need to take to complete myeducational goal.Yes165 82.1 136 85.5No 9 4.5 6 3.8I knew this information before I metwith my counselor. 27 13.4 17 10.7Total Responses 201 100.0 159 100.03. I need an additional meeting with mycounselor to determine my educational goal.Yes45 22.4 30 18.9No 155 77.1 127 79.9No Response 1 0.5 2 1.3Total Responses 201 100.0 159 100.04. I have scheduled an additional appointment.Yes18 9.0 12 7.5No 180 89.6 146 91.8

NumberAcademic Year07-08 08-09Percent Number PercentNo Response 3 1.5 1 0.6Total Responses 201 100.0 159 100.05. My educational goal is:Transfer to CSU70 34.8 60 37.7Transfer to UC 23 11.4 16 10.15. (cont.) Transfer to private or out-of-stateinstitution 16 8.0 10 6.3Obtain an AA degree 32 15.9 30 18.9Obtain an AS degree 32 15.9 21 13.2Obtain a certificate 16 8.0 16 10.1Personal enrichment 9 4.5 5 3.1No Response 3 1.5 1 0.6Total Responses 201 100.0 159 100.06. Have you met with a counselor previously?Yes123 61.2 115 72.3No 77 38.3 44 27.7No Response 1 0.5 . .Total Responses 201 100.0 159 100.07. Has a Shasta College counselor prepared aneducational plan for you?Yes151 75.1 123 77.4No 48 23.9 35 22.0No Response 2 1.0 1 0.6Total Responses 201 100.0 159 100.08. How long have you been at Shasta College?One Semester77 38.3 51 32.1Two Semesters 21 10.4 25 15.7Three Semesters 16 8.0 25 15.7Four Semesters 16 8.0 17 10.7Longer than 4 Semesters 35 17.4 26 16.4No Response 36 17.9 15 9.4- 45 -

NumberAcademic Year07-08 08-09Percent Number PercentTotal Responses 201 100.0 159 100.0TOTAL STUDENT RESPONDENTS 201 100.0 159 100.0Table 22: Follow-Up Counseling SLO/Student Success1. My counselor helped me determine what thebarriers are to my success.YesAcademic Year07-08 08-09# % # %38 70.4 5 41.7No 2 3.7 1 8.3I knew what my barriers were prior tomeeting with my counselor. 14 25.9 6 50.0Total Responses 54 100.0 12 100.02. My counselor helped me plan a strategy forovercoming these barriers.Yes43 79.6 6 50.0No 2 3.7 . .I had a strategy in place prior to meetingwith my counselor. 9 16.7 6 50.0Total Responses 54 100.0 12 100.0TOTAL STUDENT RESPONDENTS 54 100.0 12 100.03. I need to do the following to overcome barriers to my success.Attend all classes.Academic Year07-08 08-09PercentCheckedPercentChecked68.5% 50.0%Develop and follow a time management schedule, allowingenough study time. 63.0% 41.7%Reduce my course load or work schedule to more amanageable level. 48.1% 16.7%Use the tutoring services available to me. 33.3% 0.0%- 46 -

Academic Year07-08 08-09# % # %Meet with a counselor to set a career and/or educationalgoal. 31.5% 8.3%Take a course in student success strategies. 20.4% 0.0%Meet with a counselor to develop strategies to improvemotivation. 20.4% 8.3%Meet with a financial aid advisor. 14.8% 0.0%Attend a workshop on study skills, test taking skills ormemory improvement. 9.3% 0.0%Make an appointment at the wellness center. 5.6% 0.0%Make an appointment to meet with a DSPS counselor. 5.6% 0.0%Table 23: Career Counseling1. As a result of meeting with my counselor, Iknow the factors to consider when choosing acareer.YesAcademic Year07-08 08-09Number Percent Number Percent1 50.0 4 80.0No . . 1 20.0I knew this information before I met withmy counselor. 1 50.0 . .Total Responses 2 100.0 5 100.02. I considered the following factors whenchoosing my career (check all that apply).Academic Year07-08 08-09PercentCheckedPercent CheckedInterests 100.0% 100.0%Skills 100.0% 100.0%Values 50.0% 60.0%Salary 0.0% 60.0%Work Hours 0.0% 20.0%Work Environment 50.0% 80.0%- 47 -

- 48 -Academic Year07-08 08-09Number Percent Number PercentEconomic Factors 0.0% 40.0%Political Factors 0.0% 0.0%3. My counselor helped me determine what stepsI need to take next to determine my career goal.YesAcademic Year07-08 08-09Number Percent Number Percent2 100.0 5 100.0No . . . .Total Responses 2 100.0 5 100.04. I need to take the following step(s) in determining my careergoal (check all that apply).Academic Year07-08 08-09PercentCheckedPercentCheckedTake a Career Inventory 0.0% 60.0%Review the options discussed with my counselor 50.0% 40.0%Discuss my choice with significant others 50.0% 60.0%Make an appointment to create an educational plan 0.0% 40.0%Make a decision 100.0% 40.0%Research my tentative choice in the Career Center 50.0% 60.0%5. I need an additional meeting with mycounselor to determine my career goal.YesAcademic Year07-08 08-09Number Percent Number Percent. . 3 60.0No 2 100.0 2 40.0Total Responses 2 100.0 5 100.06. I have scheduled an additional appointment.Yes. . 2 40.0

Academic Year07-08 08-09Number Percent Number PercentNo 2 100.0 3 60.0Total Responses 2 100.0 5 100.07. My educational goal is: (multiple goals selected)Academic Year07-08 08-09PercentCheckedPercentCheckedTransfer to CSU 0.0% 0.0%Transfer to UC 0.0% 75.0%Transfer to Private or Out-of-State Institution 0.0% 0.0%Obtain an AA Degree 0.0% 0.0%Obtain an AS Degree 0.0% 25.0%Obtain a Certificate 100.0% 50.0%Personal Enrichment 0.0% 25.0%8. Have you met with a counselor previously?YesAcademic Year07-08 08-09Number Percent Number Percent1 50.0 4 80.0No 1 50.0 1 20.0Total Responses 2 100.0 5 100.09. Has a Shasta College counselor prepared aneducational plan for you?Yes. . 1 20.0No 1 50.0 4 80.0No Response 1 50.0 . .Total Responses 2 100.0 5 100.010. How long have you been at Shasta College?One semester1 50.0 1 20.0Two semesters . . 1 20.0Three semesters . . 1 20.0- 49 -

Academic Year07-08 08-09Number Percent Number PercentNo Response 1 50.0 2 40.0Total Responses 2 100.0 5 100.0TOTAL STUDENT RESPONDENTS 2 100.0 5 100.0ConclusionThe data analyzed for orientation and early alert has only recently been added to thecollege‘s management information system, Datatel. As a consequence, beyond thedescriptive statistics, caution should be exercised when making policy recommendationsas to the benefit of services, especially orientation. However, the analytic approachused provides a template for future work when more data become available. TheSLO/Student Success information shows potential successes within the counselingdepartment but further SLO responses should be collected for career and personalcounseling success indicators.General PlanningHow does the counseling program meet or integrate with the System’s Office StrategicPlan?The work of the Counseling Center is tied directly to the following goals of the SystemPlan: A. College Awareness and Access; B. Student Success and Readiness; C.Partnerships for Economic and Workforce Development.A. College Awareness and AccessWe have recently reinstated the Puente Program which is co-directed by ourbilingual counselor. The mission of the Puente Program is to increase the numberof educationally disadvantaged students who enroll in four-year colleges anduniversities, earn college degrees, and return to the community as leaders andmentors to future generations. Puente combines accelerated English instructionwith a focus on Mexican American/Latino literature, intensive academic counseling,and mentoring by members of the community. All services provided to participantsin Puente are free and the program is open to any student. Puente students comefrom a wide range of backgrounds and are usually the first in their families toattend college.In addition, Counseling Center outreach to high schools each spring is instrumentalin providing awareness and access. The Counseling Center supports the efforts ofthe EOPS, TRIO/Gear Up, and Financial Aid programs by promoting the programsin our outreach and orientation efforts. The addition of a Spanish/English bilingualcounselor has been helpful in providing better service to the Latino population. Wealso provide on-line counseling to students in the outlying areas and to on-linestudents from out of the area.- 50 -

B. Student Success and ReadinessThe Counseling Center is working closely with the Basic Skills Initiative program toprovide supportive services to basic skills students, including a specializedorientation, follow up counseling and consultation with instructional staff. Inaddition, all counselors use multiple measures when helping students to chooseclasses in an effort to place students accurately so that they meet with earlysuccess and progress steadily toward their goals.The Counseling Center faculty members stay current on UC and CSU transferrequirements and are diligent in incorporating this information into educationalplans. Members frequently receive training regarding the requirements of ourvocational degrees. Recent changes in degree requirements will present somechallenges for the next few years as we evaluate transcripts for degree completion,using catalog rights appropriate to each student. To help with this, we havecreated degree audit sheets. Counseling is often the first contact for re-entrystudents who are turning to education to help them meet career goals.C. Partnerships for Economic and Workforce DevelopmentCounselors often make referrals to these non-credit programs and/or provide thestudent with information regarding related fields in the credit programs. Weprovide counseling liaisons to many of the divisions on campus so that we staycurrent with changes in the vocational fields. In addition, one of the counselingcenter faculty members transferred to EWD to support them in their efforts toprovide excellent service to their students and to other agencies with whom theycollaborate.How does your program meet or integrate with the goals and plans of Shasta College?The Counseling Center contributes enormously to each of the five themes: I. StudentLearning and Growth; II. Quality Staffing; III. Fiscal Integrity; IV. Community Connection;V. Positive Campus Climate.I. Student Learning and GrowthThe Counseling Center faculty members support the Early Alert Program bycontacting each student who receives an Early Alert notice from an instructionalfaculty member. In addition, we meet with each probationary student to develop aStudent Success Plan. We review the demands of on-line classes with studentsduring orientation and individually when they ask for assistance in planning theirprograms. We work closely with the four year universities, providing support toNSTI students, hosting representatives from the four year institutions and seekingtheir help on our Transfer Advisory Board. We have provided information to thefour year institutions regarding the need for various academic programs at ourUniversity Center. We use the Communication Manager of Datatel to notifystudents of important deadlines and workshops.We have fully implemented SLOs and SAOs and have led the way in meetingaccreditation standards in this area.- 51 -

II. Quality StaffingWhenever the opportunity arises to hire new staff or faculty in the CounselingCenter, we strive to hire applicants who will add diversity to the staff. Whenfunding is available, counselors make an effort to attend conferences that willfoster professional growth. Some counselors attend conferences at their own costwhen the College budget does not support professional growth.III. Fiscal IntegritySince our last program review many new processes have been implemented toimprove efficiency. Currently, we are seeing more students with fewer counselors,have very few unused appointments and are writing more educational plans thanwe have in past years.IV. Community ConnectionCounseling faculty member, Sue Loring, prepares a monthly podcast highlightingupcoming student services events and deadlines. We also host a high schoolcounselors meeting each fall, featuring Shasta College‘s programs and services.Are there any national trends that need to be taken into consideration by your programas a basis for improvement?Counseling faculty members who serve on the Basic Skills Initiative Committee havereviewed the literature pertaining to student services and basic skills students. As aresult, we have developed a counseling support program for the BSI that includes aspecialized orientation, follow up counseling and consultation with instructional facultymembers.We continue to implement the developmental counseling model.We need to conduct a literature review regarding best practices in career counseling todevelop a more effective model. We also need to survey other community collegecounseling programs regarding their approaches to probation notification andcounseling.How do you market your program’s offerings and/or services? What are your ideas forimproving or expanding your marketing efforts?In December of 2007, the newly developed Student Recruitment and Outreach officesuccessfully implemented an array of direct services with the goal of increasing access,awareness, and opportunity to prospective students and their families. The servicesinclude the coordination of high school and junior high visitations, campus tours,participation in tri-county events, distribution and maintenance of all campus brochures,distribution of informational packets, presentations, assistance with orientations, and oneon one matriculation assistance and follow up. Student Recruitment and Outreach goalswere developed around three areas – 1) Academic Community, 2) CommunityEngagement and 3) Technological Support for Recruitment Efforts. Although many ofthese goals were met, we were unable to replace the now vacant Student Recruitment- 52 -

Coordinator position due to budget constraints. Currently, the President‘s office isleading the campus efforts for marketing and public information. However, theCounseling Center has held its annual High School Counselor Day and will hold a seriesof information nights in Spring 2010 both with the goal of marketing our programs andservices.Describe the sustainability of your program?The sustainability of our program is grounded in the goal of providing a developmentalmodel of counseling. Developmental counseling outcomes for Shasta College studentsinclude rational problem solving, decision making, life planning and stress management.Developmental counseling is viewed as preventative rather than remedial in that it cansolve problems before they occur. The Counseling Center views students as completehumans and facilitates creating positive lasting changes that will sustain the growth ofthat student while at Shasta College and also in the community. By removing obstaclesto student success and assisting students within the context of their holistic interactions,counseling helps increase self awareness, new aspirations, and consequently newchoices in a student‘s life. Sustainability is not confined to a single discipline and isviewed as a process that is on continuum with no end point. Indeed, counseling is aunique program because it‘s potential for sustainability can impact the sustainability forthe entire college. By developing students and giving them the skills to navigatesituational challenges, they will learn to cope and persist while learning to furtherdevelop throughout their lifetime. The sustainability of a counseling program is oftenhard to quantify because it is difficult to measure potential negative outcomes unlikeconcrete negative outcomes that did come to fruition. In other words, it is difficult toapply numbers to what could have happened rather than what did happen.Student Learning OutcomesSAO: The Counseling Center will provide each new degree, certificate, or transferseeking student who completed Orientation an educational plan by the end of his/herfirst semester.Assessment: Student records will be checked to verify that the orientation attendeeshave a completed educational plan on record.SAO: Counseling Center will increase the persistence rate of early alert and probationstudents from fall semester to spring semester, through the following processes:1) Increase the participation of faculty in the Early Alert program through thesupport and guidance of the Matriculation Committee.2) Counselors will contact all students who receive Early Alert notices anddocument the contact/outcome.3) Counseling staff will conduct study skills workshops designed specifically forundecided and at-risk students.4) Calling all probationary students to schedule counseling appointments.Assessment: Compare the persistence rates for the students who receive early alertnotices from the fall to spring semester. Compare the persistence rates for students whoare placed on academic probation from fall to spring semester.- 53 -

SAO: Counseling staff will develop and implement a full range of workshops designed toenhance student success.Assessment: Evaluations will be collected at the conclusion of each workshop toevaluate effectiveness. In addition, attendance records will be maintained.SAO: The Counseling Center will work closely with the Matriculation Committee,Director of Research and Instructional Technology to ensure proper entry of data intoSARS and Datatel systems.Assessment: The Director of Research and the Matriculation Committee Co-Chair willprovide written directions to Counseling Center faculty and staff responsible for inputtingthe data.SLO: At the conclusion of an academic counseling appointment, the student will: a)state his/her educational goal or the next step required to determine his/her educationalgoal. b) know which classes to take in the following semester or to complete his/hereducational goal.Assessment: At the end of the counseling appointment the student will answerquestions on a survey regarding the SLO listed above, demonstrating that he/she hasmet the SLO.SLO: At the conclusion of a career counseling appointment, the student will be able: a)to state the factors to consider when choosing a career; b) know what his next step is indetermining his career goal.Assessment: At the end of the counseling appointment the student will answerquestions on a survey regarding the SLO listed above, demonstrating that he/she hasmet the SLO.SLO: After meeting with a counselor to develop a student success plan, a probationarystudent will be able to identify barriers to his success and strategies for overcomingthese barriers.Assessment: At the end of the counseling appointment, the student will be able toanswer survey questions regarding the SLO listed above.The two counseling faculty representatives to the Academic Senate developed the SLOsfor orientation. They were then presented to the entire counseling faculty for review. Anon-line assessment instrument was developed and incorporated into a student survey.Students who attended the summer combined orientation/counseling/registration eventswere instructed to complete the survey after registration was completed. Although notall counselors were consistently diligent in encouraging students to complete the survey,480 surveys were completed in Summer 08.The counseling coordinator/matriculation committee co-chair, drafted SLOs and SAOsfor counseling and follow-up components. The enrollment management leadershipteams provided feedback before the student learning outcomes were presented to thecounseling faculty at a retreat in May 2008. Assessment surveys were developed in- 54 -

consultation with the Director of Research and also presented to the counseling facultyfor input. Suggestions from these faculty members were incorporated into the finalSLOs and assessment instruments. These surveys were given to students during thesummer when they checked in for their counseling appointments and completed andreturned following the appointment.The director of research compiled the results of the assessments and they werereviewed and discussed by the counseling center faculty members at the Flex Daybefore Fall 2008 classes began. At the time, minor changes were made to theassessment instruments and it was decided to begin assessing these outcomes again inthe Fall after express counseling and registration were completed.The most significant changes that we have instituted as a result of the surveys were toreduce the number of students participating in each orientation so that there is lesschance that the My Shasta on-line registration will crash.In the Fall 2008 we collected baseline data on how many students who participated inthe summer orientation/counseling/registration events, kept their appointments in theFall and how many of these students have completed educational plans by the end ofthe first semester. As a result of our analysis of this data, the Counseling Center facultymembers determined that we need a more robust career counseling component to ourprogram.Strengths/AccomplishmentsSince writing our last counseling program review, we have:1. Hired 4 new part-time orientation/counseling/registration counselors.2. Hired a full-time bilingual counselor.3. Provided expanded summer counseling.4. Partially implemented a developmental counseling model.5. Participated in the evaluation component of the Basic Skills Initiative anddeveloped a student support component to the program.6. Implemented an Early Alert Program.7. Developed a coordinated orientation/counseling/registration opportunity forstudents who rely on cooperation and coordination between assessment,counseling and admissions staffs.8. Fully implemented SAOs and SLOs.9. Implemented efficiency strategies to deal with declining budgets.Challenges/Opportunities1. Budget cuts that were implemented after 3 years of improved efficiency, leavinglittle room to make additional modifications2. Need for a more robust career counseling program, including developingworkshops for undeclared students3. Need to review probation procedures, including the notification process andadministering the consequences4. Hiring replacements for retiring faculty and faculty who transferred to otherprograms5. Need more funds for professional development- 55 -

6. Need to continue to improve the MIS report as it pertains to matriculationcomponents7. A significant challenge for the Counseling Center was the changing of the feepayment policy for the Spring of 2010. The student complaints and otherchallenges inherent in a significant mid-year change were felt heavily by theCounseling Center.See Appendix B – Program PlanProgram SummaryGoals, Recommendations, Priorities, PlansFollowing are the overall recommendations in the Executive Summary of the 2004-2005Counseling Program Review:Re-establish the Dean of Counseling position, while maintaining a Vice President forStudent Services position:Dr. Kevin O‘Rorke was hired in July 2006 as the Dean of Enrollment Services.Faculty members in the Counseling Center report directly to him. He is also thedirect supervisor for Admissions and Records, the Transfer Center, the CareerCenter (position unfilled since 2008), and the Assessment Center. In 2005 onecounselor was designated as a counseling coordinator who works directly with theDean of Enrollment Services specifically on counseling scheduling and programdevelopment and improvement, including the development of SAOs and SLOs.Evaluate the overall counselor staffing levels—by program, by number of studentsserved, by part-time counselors, by drop-in and by group counseling. Evaluate unfilledappointment slots and determine if availability is due to actual open appointments orprojects, or data errors.Since the hiring of the Dean of Enrollment Service, the staffing levels have beenmonitored carefully. The results of this are reported in this program review. Effortsin this area have led to increased efficiency and better coverage.Replace the retiring counselor and adopt the recommendations regarding counselorstaffing levels from the Academic Senate for California Community Colleges (Spring2003).The retiring counselor was replaced by a bilingual counselor, but 4 full-time generalcounselors were assigned to other programs – 1 to EOPS, 1 to DSPS, 1 toCalWORKs, and 1 to EWD. The ratio of counselors to students has remainedhigh. At these levels, we continue to serve students; however, there is little timeavailable to develop new and effective programs in the areas of career counselingand follow up. Since the SAOs and SLOs are in place, some of the time devotedto this area may be redirected to new goals.- 56 -

Professional development should be encouraged, supported and promoted to assist inthe awareness of critical information needed by counselors. Professional developmentshould be strongly supported in all four areas/roles of the counseling facultyresponsibilities.One counseling meeting per month is devoted to training issues, keepingcounselors informed about program changes at Shasta College, the CSU system,the UC system and area private schools. However, that is the minimum, not theoptimum, goal of professional development. We are missing the opportunity toparticipate in professional growth activities that help us grow as professionals,inspire us to become better at what we do and educate us about the newest trendsand research in our field.To improve student retention, establish a system of Early Alert for students to provideassistance before they drop out or fail.This program was implemented in 2007-08 through the efforts of the MatriculationCommittee. Counselors follow up with each student who receives an Early Alertnotice. A research study has been developed to monitor the success of thestudents who received Early Alert notices.Place a stronger and renewed emphasis on Career Counseling. Develop a careerplanning program for undecided students: including early identification of undeclaredstudents, invitations to career counseling services, interest and values assessment andclarification, follow-up counseling and referrals.We have added the Kuder Journey assessments to the options available for careercounseling. This is an ongoing goal of the counseling center.Develop a comprehensive policy for online counseling and for the completion of theonline matriculation process.We are waiting for the report from the California Academic Senate study groupbefore proceeding with the policy for online counseling. An online orientationprogram is under construction and should be ready for use in 2009-10.Each full-time counselor should be provided with a sound-proofed office, in order toassure student confidentiality. The following walls require soundproofing: the wallsbetween 126B and 129, 129 and 130, 130 and 131, 135 and 137, 137 and 138, and 138and 102A.This was not accomplished.Following are the Counseling Center goals for the next five years:1. Replace counselors who transfer to other programs, leave Shasta College, orretire. Fill in counseling appointment schedule gaps with qualified part timecounselors.2. Implement a Degree Audit system- 57 -

3. Continue to develop a comprehensive career counseling program for undecidedstudents, including filling the career center coordinator position.4. Research probationary counseling programs at other CCC and revise, ifnecessary, the current process for follow up with probationary students. Continueto work with IT to make sure that probation status is accurate in Datatel and thatstudents‘ enrollment is limited as outlined in the Shasta College Probation Policy.5. When financially feasible, provide opportunities for professionaldevelopment/training for counseling staff.6. Continue to create, assess and analyze the Counseling Center SLOs and SAOs.7. Implement an electronic option for students to self-schedule counselingappointments.8. Implement online educational plans that students can access via the web.9. Develop written procedure to assure the integrity of the data in the MIS report.10. Create and implement an online orientation program.11. Continue to develop workshops for Shasta College students.- 58 -

APPENDIX AShasta College - Orientation Participation (unique) from CONTACT FileTerm of Orientation2007UNumber1762007F 2282008S 9262008U 8472008F 3432009S 1,1462009U 1,059All 4,725Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 59 -

APPENDIX AShasta College - Who Participates in OrientationTerm of Orientation2007U 2007F 2008S 2008U 2008F 2009S 2009UNumber Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number PercentLocationCounseling Center176 100.00 228 100.00 926 100.00 847 100.00 343 100.00 1,120 97.73 913 86.21Extended Ed site . . . . . . . . . . 26 2.27 146 13.79All 176 100.00 228 100.00 926 100.00 847 100.00 343 100.00 1,146 100.00 1,059 100.00GenderFemale104 59.09 116 50.88 507 54.75 389 45.93 158 46.06 611 53.32 481 45.42Male 71 40.34 112 49.12 410 44.28 449 53.01 167 48.69 527 45.99 530 50.051 0.57 . . 9 0.97 9 1.06 18 5.25 8 0.70 48 4.53All 176 100.00 228 100.00 926 100.00 847 100.00 343 100.00 1,146 100.00 1,059 100.00RaceWhite, non Hispanic139 78.98 183 80.26 697 75.27 631 74.50 247 72.01 666 58.12 459 43.34Hispanic 8 4.55 18 7.89 80 8.64 64 7.56 22 6.41 60 5.24 65 6.14Asian 5 2.84 1 0.44 34 3.67 32 3.78 11 3.21 28 2.44 17 1.61African American, non Hispanic 3 1.70 1 0.44 12 1.30 13 1.53 7 2.04 16 1.40 9 0.85American Indian/ Alaskan 6 3.41 10 4.39 42 4.54 34 4.01 26 7.58 26 2.27 30 2.83Pacific Islander 2 1.14 3 1.32 2 0.22 5 0.59 5 1.46 5 0.44 2 0.19Other 3 1.70 4 1.75 12 1.30 19 2.24 4 1.17 7 0.61 7 0.66Unknown/ unreported 10 5.68 8 3.51 47 5.08 49 5.79 21 6.12 338 29.49 470 44.38All 176 100.00 228 100.00 926 100.00 847 100.00 343 100.00 1,146 100.00 1,059 100.00Age at OrientationAge 16 and under1 0.57 3 1.32 14 1.51 11 1.30 3 0.87 13 1.13 9 0.85Age 17-19 98 55.68 77 33.77 826 89.20 507 59.86 118 34.40 955 83.33 594 56.09Age 20-24 28 15.91 62 27.19 34 3.67 151 17.83 84 24.49 69 6.02 208 19.64Age 25-49 45 25.57 73 32.02 46 4.97 164 19.36 126 36.73 96 8.38 226 21.3450+ 4 2.27 11 4.82 1 0.11 12 1.42 12 3.50 11 0.96 20 1.89Unknown . . 2 0.88 5 0.54 2 0.24 . . 2 0.17 2 0.19All 176 100.00 228 100.00 926 100.00 847 100.00 343 100.00 1,146 100.00 1,059 100.00Current Student Type . . . . 2 0.22 2 0.24 . . 3 0.26 1 0.09Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 60 -

APPENDIX AShasta College - Who Participates in OrientationTerm of Orientation2007U 2007F 2008S 2008U 2008F 2009S 2009UNumber Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number PercentHS Enrichment (grades 9-10)HS Enrichment (grades 11-12) 2 1.14 . . 5 0.54 1 0.12 . . 14 1.22 1 0.09Not a graduate of, not in HS 14 7.95 22 9.65 23 2.48 65 7.67 54 15.74 21 1.83 65 6.14Received a High School Diploma 144 81.82 164 71.93 775 83.69 675 79.69 237 69.10 932 81.33 808 76.30Received GED/Certification ofEquivalency/Completion 13 7.39 34 14.91 22 2.38 71 8.38 41 11.95 34 2.97 96 9.07Received Certification or passed HSProficiency Exam 1 0.57 6 2.63 4 0.43 10 1.18 2 0.58 4 0.35 9 0.85Foreign High School Graduate . . . . 1 0.11 4 0.47 1 0.29 2 0.17 10 0.94Received an Associate's degree . . 1 0.44 2 0.22 . . 2 0.58 3 0.26 4 0.38Received Bachelor's Degree or higher . . 1 0.44 . . 4 0.47 1 0.29 . . 6 0.57Pending High School Graduate 1 0.57 . . 89 9.61 14 1.65 5 1.46 131 11.43 59 5.57Other 1 0.57 . . 3 0.32 1 0.12 . . 2 0.17 . .All 176 100.00 228 100.00 926 100.00 847 100.00 343 100.00 1,146 100.00 1,059 100.00Educational GoalTransfer with AA/AS44 25.00 45 19.74 271 29.27 216 25.50 69 20.12 356 31.06 250 23.61Transfer without AA/AS 4 2.27 10 4.39 46 4.97 53 6.26 10 2.92 58 5.06 52 4.91AA/AS without transfer 18 10.23 27 11.84 57 6.16 70 8.26 39 11.37 78 6.81 77 7.27Vocational degree without transfer 5 2.84 2 0.88 14 1.51 16 1.89 6 1.75 9 0.79 14 1.32Vocational certificate without transfer 12 6.82 20 8.77 15 1.62 34 4.01 26 7.58 30 2.62 37 3.49Formulate career interest 1 0.57 5 2.19 9 0.97 4 0.47 3 0.87 10 0.87 8 0.76Prepare for a new career 8 4.55 7 3.07 22 2.38 44 5.19 28 8.16 30 2.62 64 6.04Update job skills 11 6.25 23 10.09 11 1.19 23 2.72 20 5.83 13 1.13 24 2.27Licensing requirements 1 0.57 1 0.44 1 0.11 6 0.71 1 0.29 3 0.26 14 1.32Educational development 5 2.84 9 3.95 40 4.32 27 3.19 9 2.62 33 2.88 39 3.68Improve basic skills 1 0.57 . . 1 0.11 3 0.35 2 0.58 4 0.35 3 0.28Obtain HS diploma or GED 12 6.82 11 4.82 100 10.80 54 6.38 17 4.96 156 13.61 67 6.33Undecided 40 22.73 56 24.56 143 15.44 194 22.90 95 27.70 214 18.67 213 20.114-yr college student taking req courses 2 1.14 . . 9 0.97 6 0.71 1 0.29 8 0.70 8 0.76Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 61 -

APPENDIX AShasta College - Who Participates in OrientationTerm of Orientation2007U 2007F 2008S 2008U 2008F 2009S 2009UNumber Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number PercentUncollected 11 6.25 8 3.51 118 12.74 66 7.79 14 4.08 116 10.12 62 5.851 0.57 4 1.75 69 7.45 31 3.66 3 0.87 28 2.44 127 11.99All 176 100.00 228 100.00 926 100.00 847 100.00 343 100.00 1,146 100.00 1,059 100.00Term of Orientation2007U 2007F 2008S 2008U 2008F 2009S 2009UAllNumber Average Number Average Number Average Number Average Number Average Number Average Number Average TOTALAge at Orientation 176 23.16 226 25.79 921 18.45 845 22.03 343 25.95 1,144 19.46 1,057 22.72 4712Reporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FAllNumber Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent NAge at OrientationAge 17-1914 87.50 250 8.54 152 31.54 79 31.35 1,188 56.73 300 41.90 119 39.40 1,069 62.04 3171. 2 12.50 2,678 91.46 330 68.46 173 68.65 906 43.27 416 58.10 183 60.60 654 37.96 5342All 16 100.00 2,928 100.00 482 100.00 252 100.00 2,094 100.00 716 100.00 302 100.00 1,723 100.00 8513Reporting term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FAllNumber Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent TOTALAge from STU TERMSAge 17-195 31.25 2,915 99.56 402 83.40 213 84.52 2,068 98.76 551 76.96 216 71.52 1,723 100.00 8093. 11 68.75 13 0.44 80 16.60 39 15.48 26 1.24 165 23.04 86 28.48 . . 420Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 62 -

APPENDIX AShasta College - Impact of Orientation on Academic Standing of First Time FreshmenReporting_term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FAllEver OrientedNoTerm ofOrientationNumber Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent116 82.86 2,678 91.46 827 63.91 453 60.97 1,214 49.92 884 57.11 424 55.28 654 37.89 7250Yes 2007U 20 14.29 79 2.70 15 1.16 5 0.67 14 0.58 11 0.71 2 0.26 1 0.06 1472007F 1 0.71 16 0.55 46 3.55 5 0.67 32 1.32 8 0.52 2 0.26 . . 1102008S . . 128 4.37 369 28.52 110 14.80 566 23.27 240 15.50 81 10.56 19 1.10 15132008U 3 2.14 17 0.58 26 2.01 146 19.65 423 17.39 100 6.46 44 5.74 10 0.58 7692008F . . 4 0.14 2 0.15 1 0.13 35 1.44 43 2.78 5 0.65 41 2.38 1312009S . . 3 0.10 4 0.31 20 2.69 123 5.06 255 16.47 92 11.99 551 31.92 10482009U . . 3 0.10 5 0.39 3 0.40 25 1.03 7 0.45 117 15.25 450 26.07 610NReporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FAllNumber PctN Number PctN Number PctN Number PctN Number PctN Number PctN Number PctN Number PctN NEver Oriented Academic StandingNo No Academic Standing 116 100.00 2,158 80.58 689 83.31 453 100.00 1,069 88.06 793 89.71 424 100.00 654 100.00 6356Good . . 29 1.08 8 0.97 . . 9 0.74 3 0.34 . . . . 49Reinstated . . 2 0.07 . . . . 3 0.25 2 0.23 . . . . 7Level 1 . . 337 12.58 68 8.22 . . 87 7.17 39 4.41 . . . . 531Level 2 . . 119 4.44 57 6.89 . . 42 3.46 38 4.30 . . . . 256Dismissed . . 33 1.23 5 0.60 . . 4 0.33 9 1.02 . . . . 51Yes No Academic Standing 24 100.00 235 94.00 448 95.93 290 100.00 1,045 85.80 582 87.65 343 100.00 1,072 100.00 4039Good . . 2 0.80 1 0.21 . . 13 1.07 3 0.45 . . . . 19Level 1 . . 13 5.20 18 3.85 . . 154 12.64 45 6.78 . . . . 230Level 2 . . . . . . . . 6 0.49 34 5.12 . . . . 40Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 63 -

APPENDIX AShasta College - Impact of Orientation on Academic Standing of First Time FreshmenReporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver OrientedNo Term GPA 116 2.30 2,678 2.10 827 1.98 453 2.06 1,214 1.94 884 1.63 424 1.83 654 1.81Yes Term GPA 13 1.64 237 2.48 366 2.17 235 2.15 1,191 2.11 475 1.95 234 2.09 1,072 2.03Reporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FAllAcademicStandingNo AcademicStandingEverCounselorNoNumber Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent4 2.86 987 41.25 212 18.65 180 24.23 603 28.52 428 31.13 224 29.20 798 46.23 3436Yes 136 97.14 1,406 58.75 925 81.35 563 75.77 1,511 71.48 947 68.87 543 70.80 928 53.77 6959Good No . . 7 22.58 . . . . 1 4.55 . . . . . . 8Yes . . 24 77.42 9 100.00 . . 21 95.45 6 100.00 . . . . 60Reinstated No . . 2 100.00 . . . . . . . . . . . . 2Yes . . . . . . . . 3 100.00 2 100.00 . . . . 5Level 1 No . . 101 28.86 13 15.12 . . 36 14.94 6 7.14 . . . . 156Yes . . 249 71.14 73 84.88 . . 205 85.06 78 92.86 . . . . 605Level 2 No . . 30 25.21 2 3.51 . . 3 6.25 . . . . . . 35Yes . . 89 74.79 55 96.49 . . 45 93.75 72 100.00 . . . . 261Dismissed No . . 9 27.27 1 20.00 . . 1 25.00 . . . . . . 11Yes . . 24 72.73 4 80.00 . . 3 75.00 9 100.00 . . . . 40NSource: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 64 -

APPENDIX AShasta College - Impact of Orientation on Academic Standing of First Time FreshmenReporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FAllN Percent N Percent N Percent N Percent N Percent N Percent N Percent N Percent NEver Oriented Academic Standing Any counselor visitNo No Academic Standing No. . 939 43.51 176 25.54 149 32.89 396 37.04 308 38.84 154 36.32 402 61.47 2524Yes 116 100.00 1219 56.49 513 74.46 304 67.11 673 62.96 485 61.16 270 63.68 252 38.53 3832Good No . . 6 20.69 . . . . . . . . . . . . 6Yes . . 23 79.31 8 100.00 . . 9 100.00 3 100.00 . . . . 43Reinstated No . . 2 100.00 . . . . . . . . . . . . 2Yes . . . . . . . . 3 100.00 2 100.00 . . . . 5Level 1 No . . 93 27.60 11 16.18 . . 21 24.14 2 5.13 . . . . 127Yes . . 244 72.40 57 83.82 . . 66 75.86 37 94.87 . . . . 404Level 2 No . . 30 25.21 2 3.51 . . 2 4.76 . . . . . . 34Yes . . 89 74.79 55 96.49 . . 40 95.24 38 100.00 . . . . 222Dismissed No . . 9 27.27 1 20.00 . . 1 25.00 . . . . . . 11Yes . . 24 72.73 4 80.00 . . 3 75.00 9 100.00 . . . . 40Yes No Academic Standing No 4 16.67 48 20.43 36 8.04 31 10.69 207 19.81 120 20.62 70 20.41 396 36.94 912Yes 20 83.33 187 79.57 412 91.96 259 89.31 838 80.19 462 79.38 273 79.59 676 63.06 3127Good No . . 1 50.00 . . . . 1 7.69 . . . . . . 2Yes . . 1 50.00 1 100.00 . . 12 92.31 3 100.00 . . . . 17Level 1 No . . 8 61.54 2 11.11 . . 15 9.74 4 8.89 . . . . 29Yes . . 5 38.46 16 88.89 . . 139 90.26 41 91.11 . . . . 201Level 2 No . . . . . . . . 1 16.67 . . . . . . 1Yes . . . . . . . . 5 83.33 34 100.00 . . . . 39Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 65 -

APPENDIX AShasta College - Impact of Orientation on Academic Standing of First Time FreshmenReporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FAllEver OrientedNoStudent LoadFull timeNumber Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent70 60.34 1,279 47.76 383 46.31 179 39.51 469 38.63 309 34.95 142 33.49 182 27.83 3013Less than halftime 14 12.07 571 21.32 220 26.60 70 15.45 363 29.90 213 24.10 68 16.04 208 31.80 1727Half time 29 25.00 775 28.94 185 22.37 151 33.33 322 26.52 186 21.04 135 31.84 202 30.89 1985. . 15 0.56 28 3.39 48 10.60 55 4.53 172 19.46 76 17.92 56 8.56 450Overload 3 2.59 38 1.42 11 1.33 5 1.10 5 0.41 4 0.45 3 0.71 6 0.92 75Yes Full time 4 16.67 30 12.00 186 39.83 120 41.38 591 48.52 219 32.98 107 31.20 543 50.65 1800Less than halftime 1 4.17 80 32.00 57 12.21 41 14.14 213 17.49 77 11.60 32 9.33 172 16.04 673Half time 8 33.33 121 48.40 91 19.49 60 20.69 354 29.06 103 15.51 71 20.70 344 32.09 115211 45.83 19 7.60 128 27.41 68 23.45 51 4.19 261 39.31 132 38.48 6 0.56 676Overload . . . . 5 1.07 1 0.34 9 0.74 4 0.60 1 0.29 7 0.65 27NSource: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 66 -

APPENDIX AShasta College - Impact of Orientation on Academic Standing of First Time FreshmenReporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FAllEverOrientedNoYesEverCounselorYesNoStudentLoadFull timeNumber Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number Percent. . 369 34.20 10 5.26 17 11.41 58 13.81 3 0.97 23 14.94 79 19.65 559Less thanhalf time . . 350 32.44 123 64.74 24 16.11 207 49.29 115 37.10 18 11.69 157 39.05 994Half time . . 343 31.79 51 26.84 64 42.95 116 27.62 40 12.90 51 33.12 113 28.11 778. . 6 0.56 6 3.16 43 28.86 39 9.29 152 49.03 61 39.61 51 12.69 358Overload . . 11 1.02 . . 1 0.67 . . . . 1 0.65 2 0.50 15Full time 70 60.34 910 56.91 373 58.56 162 53.29 411 51.76 306 53.31 119 44.07 103 40.87 2454Less thanhalf time 14 12.07 221 13.82 97 15.23 46 15.13 156 19.65 98 17.07 50 18.52 51 20.24 733Half time 29 25.00 432 27.02 134 21.04 87 28.62 206 25.94 146 25.44 84 31.11 89 35.32 1207. . 9 0.56 22 3.45 5 1.64 16 2.02 20 3.48 15 5.56 5 1.98 92Overload 3 2.59 27 1.69 11 1.73 4 1.32 5 0.63 4 0.70 2 0.74 4 1.59 60No Full time . . 12 21.05 1 2.63 1 3.23 43 19.20 4 3.23 . . 161 40.66 222Less thanhalf time . . 13 22.81 4 10.53 2 6.45 65 29.02 14 11.29 5 7.14 71 17.93 174NHalf time . . 28 49.12 8 21.05 1 3.23 94 41.96 15 12.10 . . 161 40.66 3074 100.00 4 7.02 25 65.79 27 87.10 21 9.38 91 73.39 65 92.86 3 0.76 240Overload . . . . . . . . 1 0.45 . . . . . . 1YesFull time 4 20.00 18 9.33 185 43.12 119 45.95 548 55.13 215 39.81 107 39.19 382 56.51 1578Less thanhalf time 1 5.00 67 34.72 53 12.35 39 15.06 148 14.89 63 11.67 27 9.89 101 14.94 499Half time 8 40.00 93 48.19 83 19.35 59 22.78 260 26.16 88 16.30 71 26.01 183 27.07 8457 35.00 15 7.77 103 24.01 41 15.83 30 3.02 170 31.48 67 24.54 3 0.44 436Overload . . . . 5 1.17 1 0.39 8 0.80 4 0.74 1 0.37 7 1.04 26Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 67 -

APPENDIX AShasta College - Orientation Effect on Retention and SuccessReporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver OrientedNo Retained 36 0.94 10256 0.87 2870 0.88 272 0.94 3901 0.84 2422 0.88 0 . 0 .Yes Retained 0 . 632 0.89 435 0.90 82 0.96 4574 0.84 1955 0.90 0 . 0 .Reporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver OrientedNo Success 36 0.86 10256 0.66 2870 0.68 272 0.84 3901 0.66 2422 0.69 0 . 0 .Yes Success 0 . 632 0.70 435 0.66 82 0.89 4574 0.66 1955 0.73 0 . 0 .Reporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver OrientedNo Term GPA 131 2.33 12510 2.23 3516 2.25 588 2.17 4886 2.17 3133 2.11 424 1.83 654 1.81Yes Term GPA 13 1.64 809 2.36 658 2.11 272 2.26 5914 2.20 2180 2.31 234 2.09 1072 2.03Reporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver Seen a CounselorNoRetained 0 . 3735 0.84 446 0.85 148 0.95 1602 0.80 440 0.86 0 . 0 .Yes Retained 36 0.94 7153 0.88 2859 0.89 206 0.95 6873 0.85 3937 0.89 0 . 0 .Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 68 -

APPENDIX AShasta College - Orientation Effect on Retention and SuccessReporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver Seen a CounselorNoSuccess 0 . 3735 0.61 446 0.47 148 0.85 1602 0.51 440 0.48 0 . 0 .Yes Success 36 0.86 7153 0.70 2859 0.71 206 0.85 6873 0.69 3937 0.73 0 . 0 .Reporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver Seen a CounselorNoTerm GPA 0 . 4529 2.01 514 1.21 212 2.11 1989 1.60 663 0.71 171 1.50 798 1.79Yes Term GPA 144 2.27 8790 2.35 3660 2.37 648 2.22 8811 2.32 4650 2.40 487 2.07 928 2.08Reporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver Oriented Ever Seen a CounselorNo No Retained . . 3565 0.84 398 0.85 143 0.94 956 0.81 305 0.87 0 . 0 .Yes Retained 36 0.94 6691 0.88 2472 0.88 129 0.95 2945 0.85 2117 0.88 0 . 0 .Yes No Retained 0 . 170 0.86 48 0.83 5 1.00 646 0.77 135 0.84 0 . 0 .Yes Retained 0 . 462 0.89 387 0.91 77 0.96 3928 0.85 1820 0.90 0 . 0 .Reporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver Oriented Ever Seen a CounselorNo No Success . . 3565 0.61 398 0.46 143 0.85 956 0.51 305 0.49 0 . 0 .Yes Success 36 0.86 6691 0.69 2472 0.72 129 0.84 2945 0.71 2117 0.72 0 . 0 .Yes No Success 0 . 170 0.58 48 0.50 5 1.00 646 0.52 135 0.45 0 . 0 .Yes Success 0 . 462 0.75 387 0.68 77 0.88 3928 0.68 1820 0.75 0 . 0 .Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 69 -

APPENDIX AShasta College - Orientation Effect on Retention and SuccessReporting Term2007U 2007F 2008S 2008U 2008F 2009S 2009U 2009FNumber Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number Mean Number MeanEver Oriented Ever Seen a CounselorNo No Term GPA . . 4319 2.00 463 1.21 197 2.16 1153 1.53 499 0.73 154 1.58 402 1.74Yes Term GPA 131 2.33 8191 2.35 3053 2.41 391 2.17 3733 2.37 2634 2.37 270 1.97 252 1.92Yes No Term GPA 0 . 210 2.06 51 1.23 15 1.50 836 1.71 164 0.64 17 0.71 396 1.84Yes Term GPA 13 1.64 599 2.46 607 2.19 257 2.30 5078 2.28 2016 2.45 217 2.19 676 2.14Source: Datatel extract of student information, August 20, 2009, and student contacts since 8/1/07 extracted 1/13/10.February 18, 2010 - 70 -

APPENDIX B – Program PlanAdmissions and RecordsReporting Dean: Kevin O’Rorke, Ph.D.Summary:Admissions and Records is responsible for the following services: student application process,registration, processing of student applications, fees/refunds/sponsored billing, evaluations,transcripts, verifications, record retention, subpoenas, graduation evaluation, nursing and dentalhygiene evaluation, veterans‟ services, attendance accounting (census and positiveattendance), oversight and collection of grades, athletic eligibility, international studentadmission, probation notification and monitoring, concurrent enrollment processing, customerservice for online registration inquiries and resolution of faculty and student issues regardingstudent records.Mission Statement:Honest, Excited, Listening, Patient, Friendly, Organized, Learned/Knowledgeable (HELPFOL)Goals and Objectives:1. Continue to provide professional and courteous service while upholding the policies ofthe California Community College system.2. Standardize and update Student Record Retention policies for the District.3. Ensure timely communication with faculty regarding waitlists, accessing/usingrosters, attendance accounting procedures, grades, grade changes and due dates.4. Establish bi-weekly meeting with Information Technology to improve financial services,attendance accounting, registration and other technology dependent Admissions andRecords functions.5. Work with the Shasta College Web Master to improve and update Admissions andRecords web pages.6. Revise and enhance paper admission application, which will include a new scanner andsoftware that will interface with Datatel.7. Purchase and implement a degree audit system which will provide better service tostudents improving the evaluation time of degree completion.8. Develop and maintain an Admissions and Records policy and procedures manual.Service Area Outcomes:1. Admissions and Records with the assistance of the Director of Research will develop astudent evaluation process to gather information and feedback necessary for theplanning and evaluation of services.Assessment:The survey form and process will be developed and implemented with initial datacompiled and used for training and future planning.- 71 -

2. Admissions and Records staff will promote the benefits of using MyShasta (WebAdvisor) services by installing student computers adjacent to the Admissions andRecords Office and provide staff to assist students. This will allow students to use thesecomputers for admission application, course registration and payment of fees rather thanwait in line.Assessment:Admissions and Records will calculate the percentage of students who registeredthrough MyShasta in one academic year and compare that to the prior year.Admissions and Records will calculate the percentage of students who paidregistration fees via MyShasta and compare that to the prior year.Admissions and Records will calculate the percentage of students who appliedonline and compare that to the previous year.Student Learning Outcomes:1. As a result of the availability of student computers and staff assistance, those attendingnew student orientations will successfully activate their MyShasta (Web Advisor)account.Assessment:Admissions and Records will exit survey students who attended if they successfullyactivated their MyShasta account.Strengths and Accomplishments:1. Streamlined the matriculation/registration process for students by combining counseling,orientation and registration into a one stop process.2. Developed a process to allow pending high school graduates to register online.3. Scanning incoming transcripts has made them easily accessible to counselors andAdmissions and Records staff.4. Devised check off list for students who opt to be placed on a waitlist. This has helpedalleviate the problems of not completing the registration process.5. Implemented „holds‟ to encourage students to pay outstanding balances. Additionalclasses cannot be added and transcripts are held until all fees are paid.6. Admissions and Records staff has increased participation in school and public functionsto advertise services available.7. Made accommodations for students to be able to audit courses online.Areas of Concern and Needs:1. We have a continuing need for more service from Information Services to help usprovide more accurate information to students. Previous transcript records need to beincorporated; avenues for adding other credit to transcripts and some financial issuesneed to be addressed.- 72 -

2. We have concerns about staffing as we begin our Degree Audit implementation anddeclining staff due to not filling vacancies; lost one Admissions and Records StudentAssistant in Spring 2008.3. There is an ongoing problem of faculty not adhering to deadlines for attendanceaccounting and grades. Subsequently, evaluations cannot be completed and transcriptscannot be sent on a timely manner.4. The information on our web site needs to be constantly monitored and updated.5. Need a transcript evaluator.Staffing:During the 2007-2008 the admissions and records staff consisted of:Name Title FTE LocationKathie Dahl Technician II 1.00 Redding CampusLinda Maloney Technician II 1.00 Redding CampusMary Pearce Technician II 1.00 Redding CampusCindy Price Technician II 1.00 Redding CampusJulie Reynolds Technician II 1.00 Redding CampusSheree Whaley Technician II 1.00 Redding CampusSue Brown Student Services Assistant 1.00 Redding CampusPatt Funderburg Student Services Assistant .50 Redding CampusJoy Sixiengmay Student Services Assistant 1.00 Redding CampusSue Walker Receptionist 1.00 Redding Campus- 73 -

APPENDIX B – Program PlanAssessment CenterReporting Dean: Kevin O’Rorke, Ph.D.Summary:The Assessment Center provides assessments for course placement in math, English, Englishas a Second Language, ATB, and chemistry. Tests are available at the main campus, Tehama,Trinity and Intermountain campuses by appointment. We also provide testing at 14 high schoolswithin the District, including Modoc and Surprise Valley High Schools. Other services providedat the main campus include testing for Title IV financial assistance, proctoring tests forMicrosoft, Cisco and CompTIA certification, and online courses taken at other colleges. Careerassessments are also taken at the center. Proctoring for the TEAS test for entrance into thenursing program is provided at the Downtown Redding Campus.Mission Statement:The mission of the Assessment Center is to assess students‟ math and English skills to ensureappropriate course placement thereby contributing to student success. (Adopted May 2007)Objectives:1. Ensure that all students have access to all available assessment services to facilitateinitial placement in appropriate courses.2. Provide all college testing through the Assessment Center including career assessmentsand nursing program entry testing.3. Switch from Compass Windows based placement tests to web-based at all of theextended education sites.4. Ensure that English cut scores are updated and/or look at changing instruments.5. Work closely with the research department to ensure that our test scores are enteredinto Datatel in a manner in which they can be easily retrieved.6. Work with IT to enter placement test results directly into Datatel.7. Provide counselors with students‟ lists of “Help Requested” generated through theCompass English assessment. Counselors can then follow up with students in theircaseload and make sure they receive assistance in tutoring, career, major selection,financial, etc.8. Use an appointment system for testing International students.9. Provide a friendly, comfortable, and reassuring atmosphere so students can test at theirbest.Service Area Outcomes:1. We will increase the number of high schools that participate in assessment testing ontheir campuses ensuring that students have the opportunity to take advantage of priorityregistration.- 74 -

Assessment:The Assessment Center will track the number of high school campuses participatingeach year.2. We will increase the number of high school students who do the math self-placementonline before or after the test date at their respective high schools.Assessment:The Assessment Center will track, with daily login sheets, the number of math selfplacementswe received separately from the high school test dates.3. We will continue to strengthen our relationship with high school counselors to increasethe number of students who test at their high schools and attend Freshman Fast Trackorientations.Assessment:The Assessment Center will track the numbers of students taking advantage of theFreshman Fast Track program at their high schools.4. We will continue to remove barriers to attending Shasta College and/or taking our onlinecourses by accepting assessments from other community colleges.Assessment:The Assessment Center will track, with daily log in sheets, the numbers of studentssubmitting test scores from other community colleges.Student Learning Outcomes:1. Students will know their assessment scores before they leave the Assessment Center.Assessment:Students will receive a printout of test scores and flowchart indicating their placementscores in the sequence of math and English courses.2. Students will leave the Assessment Center knowing their next step in the matriculationprocess.Assessment:Students will receive a “Steps of Matriculation” bookmark upon leaving the AssessmentCenter.3. Students will leave the Assessment Center with an appointment for orientation.Assessment:We will increase the number of students who attend orientation.- 75 -

Strengths and Accomplishments:1. An Assessment Committee was formed in November of 2005. As a result of thiscommittee, we have made the transition from a math placement test to a math selfplacementinstrument which can be taken online. We also transitioned from MDTP toAccuplacer when students need to take a placement test in math. The Math Self-Placement is also available in paper/pencil format, which can be utilized during peaktimes to shorten the waiting time for computers.2. We offer testing at 14 high school campuses in our District. We have authorizedcounselors at two high schools in the farthest area of our District (Surprise Valley andModoc) to proctor the English test on eCompass for their students. This saves theirstudents a 225 mile round trip to our nearest testing campus.3. Through improved communication with high school computer technicians, we have asmoother testing period with few, disruptions. Updated installation instructions were sentto the appropriate staff to ensure that the eCompass program was compatible with theircomputer security. We tested 85 more students at high schools than we did in 2007-08.4. Our Assessment Center hours are widely available and advertised on our web pagethrough flyers and information packets from Admissions and Records.5. We continue to accept course placements resulting from assessments at othercommunity colleges as long as the instrument used is on the Chancellor‟s approved list.Students taking online courses and those planning to attend Shasta College from out ofthe area can test at a local community college and do the Math Self-Placement onlineand send it to us.6. We participate in the orientation process by securing the facilities needed, distributingthe schedule, making student appointments, supplying informational folders and suppliesand checking students in at the orientations.Area of Concerns/Needs:1. Lack of proper office space is a main area of concern. We need an area where studentscan be checked in and given their results with a measure of privacy. The noise createdby conversation, printer, fax machine, opening and closing of files drawers, fillingorientation folders and the bursting open of the main door is disruptive to students whoneed to concentrate when testing.2. Need reliable students to work as tour guides for the Freshman Fast Track orientations.Having budget funds to hire them would be ideal.3. Improve the response timeframe from the Information Services department. Results cantake up to a month for a request for service.4. Two high schools in Tehama County were unwilling to work around the security issuesso we offered their students testing at our Tehama campus.5. Improve communication among Enrollment Services areas. We need to be sure that ourschedules are distributed to other areas so information can be relayed to students.- 76 -

Staffing:During the 2007-2008 the assessment staff consisted of:Name Title FTE LocationCarol Angell Paraprofessional, Counseling Services 1.00 Redding CampusWern Lee Student Services Assistant .50 Redding Campus- 77 -

APPENDIX B – Program PlanCareer CenterReporting Dean: Kevin O’Rorke, Ph.D.Summary:The Career Center provides resources for students, faculty and community members to learnmore about careers, assess their personal interests, personality type, work values; evaluateeducational requirements, future employment outlook and typical duties of particularoccupations; and receive professional guidance on career issues and decisions.Mission Statement:The mission of the Career Center is to assists students through all stages of careerdevelopment, enhancing their knowledge, skills, and decision-making processes, ultimatelyleading to prosperous and satisfying careers.Goals and Objectives:1. Maintain an open and welcoming environment in the Career Center and a variety ofcareer resources.2. Assist in the development of career literature and related materials in electronic and printformat.3. Conduct workshops and speak to groups regarding career planning promoting theCareer Center services.4. Maintain and update information on the Career Center website.5. Sustain an effective referral system between the Center, teachers and counselors tobenefit students in need of career guidance.6. Create professional quality handouts to promote career awareness and the use of theCareer Center.7. Host College Success (student development) classes in the Career Center introducingstudents to the center services, and encourage their career planning process.8. Build and maintain collegial relationships on-campus, with other community colleges,and at the state level to facilitate knowledge sharing and support networks fortransferring students.9. Coordinate the annual College-to-Career Fair.Service Area Outcomes:1. The Center will increase the number of traditional, re-entry, ESL and internationalstudents accessing career assessments and information through the Eureka CareerInformation System, by two percent (2%).Assessment:Track the number of students utilizing the Eureka program both on and off campus.2. The Career Center will increase the number of class presentations each semesterthrough promotion of the “Don‟t Cancel that Class” activity.Assessment:Track the number of class presentations on and off campus.- 78 -

3. To increase awareness of the Career Center, additional marketing of center services inclassrooms will be provided and attendance will be tracked.Assessment:Track the number of students participating in each class presentation and number ofstudents accessing the Career Center services.Student Learning Outcomes:1. As a result of class presentations, students will report higher awareness of campuscareer resources available.Assessment:Conduct a brief pre- and post-test at all class presentations on and off campus.2. As a result of visiting the Career Center, students and community members will reportincreased awareness of career possibilities and educational requirements.Assessment:Student self reporting through exit surveysStrengths and Accomplishments:1. In order to promote campus career services, the Career Center initiated and invitedfaculty participation in the “Don‟t Cancel that Class” activity. This partnership has provento be a win-win, allowing center staff to promote career services and the instructors to beassured that his or her students will receive relevant and useful information during theirabsence.2. The Center reaches out to faculty on an ongoing basis, providing them with informationregarding the Center resources, activities and events.3. The Career Center Coordinator plans and coordinates the annual College-to-CareerFair. This annual event provides an opportunity for numerous public and privateinstitutions and career representatives from a wide variety of fields to share informationwith high school and college students as well as interested community members fromthe Shasta, Tehama, and Trinity county areas.4. Efforts to maintain the latest career instruments, software applications, online tools andresources such as Eureka, and the online testing for MBTI and Strong have beensuccessful.5. The Career Center distributes and maintains a wide variety of career related handoutssuch as bookmarks, Holland Codes personality characteristics, True Colors descriptiveinstructions, Eureka information and website resources to students and counselors.6. Career-related workshops for Latino high school students (ELAC program at CorningHigh School) and parents in both Spanish and English are conducted annually inTehama County.- 79 -

7. Workshops are held each year for high school seniors participating in the CollegeConnection Program to encourage career planning and introduce them to Career CenterResources.Areas of Concern:1. Space is too small to accommodate visiting classes2. Center does not have enough computers to administer career assessment to a grouplarger than nine (9) people.3. Spring 2008 position vacantStaffing:Name Title FTE LocationVACANT Career Center Coordinator 1.00 Redding Campus- 80 -

APPENDIX B – Program PlanCounseling CenterReporting Dean: Kevin O’Rorke, Ph.D.Summary:The Counseling Center is responsible for academic, follow up, career, and personal counseling.Academic counseling includes: academic assessment/placement, clarification of goals,educational planning, and referral to support services, and intervention when academicperformance warrants it. Career counseling includes: teaching the career developmentprocess, clarifying of career goals, including interpreting career inventories, and outreach toundecided students. Personal counseling services are available to students whose personal lifeissues interfere with their academic success. Counselors also provide consultation to thecollege governance process and liaison to the college community. Outreach services areprovided to students and the community.Mission Statement:The mission of the Counseling Center is to encourage, guide and support students in pursuit oftheir academic, personal, and career goals by providing accurate information and personalizedservice in an accessible and welcoming environment.Goals and Objectives:1. Continue to develop the developmental counseling approach as a way to provideoutstanding, comprehensive counseling services to Shasta College students.2. Provide academic counseling, assisting the student in assessing, planning andimplementing immediate and long-range academic goals.3. Provide career counseling, assisting the student in assessing individual aptitudes,abilities, interests, and advice regarding current and future employment trends.4. Provide personal counseling, assisting the student with personal, family, or other socialconcerns that places barriers toward the achievement of their academic goals.5. Provide outreach to students and the community to promote and encourage utilization ofservices focused on maximizing all students‟ potential to benefit from the academicexperience.6. Continue to work with instructional faculty to provide support services to basic skillsstudents.7. Continue the commitment to participate in the counseling program review.8. Maintain and update counseling web page with timely and accurate information.9. Continue to maintain effective communication and strengthen relationships with areahigh schools through high school visits, regular counseling newsletters, and distributionof an annual calendar of matriculation events and on site orientations.10. Continue efforts to align online counseling services to conform to the Academic Senateguidelines for online/distance counseling services.- 81 -

Service Area Outcomes:1. The Counseling Center will provide each new degree, certificate, or transfer seekingstudent who completed Orientation an educational plan by the end of his/her firstsemester.Assessment:Student records will be checked to verify that the orientation attendees have acompleted educational plan on record.2. Counseling Center will increase the persistence rate of early alert students from fallsemester to spring semester, through the following processes: Increase the participationof faculty in the Early Alert program through the support and guidance of theMatriculation Committee. Counselors will contact all students who receive Early Alertnotices and document the contact outcome. Counseling staff will conduct study skillsworkshops designed specifically for undecided and at-risk students.Assessment:Compare the persistence rates for the students who receive early alert notices from thefall to spring semester.3. Counseling staff will collaborate with the Basic Skills program to offer workshopsdesigned to enhance Basic Skills student success.Assessment:Evaluations will be collected at the conclusion of each workshop to evaluateeffectiveness. In addition, attendance records will be maintained.4. The Counseling Center will work closely with the Matriculation Committee, Director ofResearch and Institutional Technology to ensure proper entry of data into SARS andDatatel systems.Assessment:The Director of Research and the Matriculation Committee Co-chair will provide writtendirections to Counseling Center faculty and staff that are responsible for inputting thedata.Student Learning Outcomes:1. At the conclusion of an academic counseling appointment, the student will: a) statehis/her educational goal or the next step required to determine his/her educational goal;b) know which classes to take in the following semester or to complete his/hereducational goal.Assessment:At the end of the counseling appointment the student will answer questions on a surveyregarding the SLO listed above, demonstrating that he/she has met the SLO.- 82 -

2. At the conclusion of a career counseling appointment, the student will be able to: a) tostate the factors to consider when choosing a career; b) know the next step is indetermining a career goal.Assessment:At the end of the counseling appointment the student will answer questions on a surveyregarding the SLO listed above, demonstrating that he/she has met the SLO.3. After meeting with a counselor to develop a student success plan, a probationarystudent will be able to identify barriers to his/her success and strategies for overcomingthese barriers.Assessment:At the end of the counseling appointment, the student will be able to answer surveyquestions regarding the SLO listed above.Strengths and Accomplishments:Since writing our last Matriculation Plan, we have:1. Hired three (3) new part-time orientation/counseling/registration counselors;2. Hired a full-time bilingual counselor;3. Provided expanded summer counseling;4. Partially implemented a developmental counseling model;5. Participated in the evaluation component of the Basic Skills Initiative;6. Implemented an Early Alert Program; and,7. Developed a coordinated orientation/counseling/registration opportunity for students whorely on cooperation and coordination between assessment, counseling, and admissionsstaff.Areas of Concern and Needs:1. We need more office space to accommodate part-time counselors.2. We need to develop a process to train counselors to consistently enter data into Datatelso that information can be retrieved for research purposes and produce the MIS reportfor the System Office.3. We need a degree audit program that includes evaluating transcripts from other collegesprior to enrollment at Shasta College.4. We need a way to notify the counselor of students who receive an Early Alert notice sothat the counselor can follow up with the student.5. Only a small percentage of faculty members are participating in Early Alert at this time.- 83 -

6. We have had continuing problems with sending out timely notice to probationary anddismissed students.7. We need to develop a more effective follow up counseling process. Too many studentsmove from Level 1 probation levels to Level 2.8. We need to develop a process whereby academic policy changes are more effectivelycommunicated to all matriculation staff (counseling, admissions, assessment, outreach,etc.)9. We need to develop an annual training agenda and schedule for counselors.10. We need provide an opportunity for each component of matriculation to share the resultsof its efforts with the other components.Staffing:During the 2007-2008 the counseling faculty consisted of:Full-Time StaffName Title FTE LocationCarolyn Borg Counselor 1.00 Redding CampusLois Cushnie Counselor 1.00 Redding CampusRosie Gilbert-Ahrens Counselor 1.00 Tehama CampusJason Kelly Counselor 1.00 Redding CampusSharon Kennedy Counselor .75 Tehama CampusSue Loring Counselor 1.00 Redding CampusJohn Mandes Counselor 1.00 Redding CampusMegan McQueen Counselor .50 Redding CampusTom Morehouse Counselor 1.00 Redding CampusDonna Pratt Counselor .60 Redding CampusDaniel Valdivia Bilingual Counselor 1.00 Redding CampusPart-Time StaffName Title FTE LocationJay Cushnie Counselor .25 Redding CampusRob McCandless Counselor .50 Redding CampusMichael O‟Leary Counselor .15 Redding CampusLisa Riggs Counselor .25 Redding CampusDavid Travis Counselor .25 Redding CampusDejon Weldon Student Services Assistant .50 Redding Campus- 84 -

APPENDIX B – Program PlanStudent Employment CenterReporting Dean: Kevin O’Rorke, Ph.D.Summary:The Student Employment Center provides job search assistance and guidance on employabilitytools and techniques to students seeking work while enrolled in classes, after graduation, and atthe completion of their training program. The Center is a resource for businesses and localemployers seeking avenues for recruitment and employees to fill openings. Faculty and staffalso rely on the Center for employment related information and facilitation of the on-campusstudent hiring process.Mission Statement:The mission of the Student Employment Center is to provide employment opportunities and jobsearch guidance to students and graduates, while serving the hiring needs of the business andcampus community.Goals and Objectives:1. Maintain a friendly and supportive environment where students can access employmentinformation in print and electronic formats.2. Provide personalized employment guidance and job leads to current students andgraduates.3. Assist students and graduates with preparing professional quality résumés, cover letters,and applications.4. Prepare students and graduates for job interviews by providing interviewing information,conducting mock interviews, and offering constructive feedback.5. Assist local businesses and domestic employers by understanding their hiring needs,posting job announcements and internship opportunities, and providing a link forrecruiting Shasta College students and graduates.6. Partner with local public agencies, including the Employment Development Department(EDD), Shasta County CalWORKs, Redding Area Bus Authority (RABA), to coordinateJob Expo, an annual community job fair hosted on campus.7. Maintain the Student Employment website as a resource for job seekers and employers.8. Coordinate job fairs and hiring events for individual employers and campus vocationalprograms.9. Offer class presentations providing an overview of Student Employment services andinformation on employment related issues.10. Maintain bulletin boards featuring job leads and employment related information instrategic locations around campus.- 85 -

11. Represent Shasta College by participating in local school and community events suchcareer days, employment workshops, and employer committees.12. Facilitate the hiring of on-campus student workers by processing employmentauthorizations, payroll, and personnel paperwork.Service Area Outcomes:1. The Student Employment Center will increase the number of students accessingservices by increased awareness of Center resources through expanded outreachactivities including advertising in the college newspaper, The Lance, distribution of flyersand brochures, and increased classroom presentations.Assessment:The Student Employment Center will track the number of students utilizing the Center ona daily basis, and the number of hits on the Student Employment Center website on amonthly basis.2. The Student Employment Center will begin a system of tracking the number of studentsreceiving assistance with résumés, cover letters, interviewing, as well as those receivinggeneral information through classroom presentations, allowing for future planning andgoal setting.Assessment:A process for tracking the number of students receiving specific job search assistancewill be developed. Sign-in sheets and surveys to solicit feedback will be distributed atclassroom presentations.3. The Student Employment Center will develop an advance notification process wherebycurrent students looking for employment will be notified of new job listing 48 hours priorto their posting on the online job board where the information can be accessed bynonstudents and community members.Assessment:Testing and implementation of the advance notification process as well as solicitation offeedback for students and employers as to the effectiveness of the system will becompleted.Student Learning Outcomes:1. As a result of utilizing the Student Employment Center services for résumé and coverletter assistance, students will understand of the components and significance ofprofessional résumés and/or cover letters, and demonstrate an increased ability toprepare professional quality employment documents relevant to their field of interest.Assessment:Based upon student self-reports on exit surveys and pre/post tests which are the draftand final employment documents reviewed by Student Employment Center staff.- 86 -

2. Students seeking job leads through the Student Employment Center for the first time willbe made aware of all local employment resources including Internet sites and staffingagencies and the online Student Employment Center job board.Assessment:Based upon exit surveys of students accessing Student Employment Center services forthe first time.3. Students accessing the Student Employment Center for interview assistance will learncommon interview questions, receive tips on interview preparation, and offered a mockinterview to practice and be critiqued on their answers.Assessment:Based upon student self-reports and tracking numbers of students completing mockinterviews.Strengths and Accomplishments:1. Maintain a web page with current job leads and employment resources allowing accesson campus and off campus on a 24/7 basis.2. Provide extended hours one day per week – Mondays until 7:00 PM.3. Coordinate job fairs including the Job Expo in partnership with the EDD and othercommunity agencies, the Natural Resources Job Fair, and other community and hiringevents at the request of individual employers.4. Maintain an effective referral system between the Center and counselors, teachers, andstaff in other departments to benefit students in need of individual assistance with jobsearch and preparation.5. Offer professional résumé guidance to students and graduates through the use ofWinWay Résumé software.6. Maintain strong working relationships with local employers and community agencies tofoster positive opportunities for students and graduates.Areas of Concern:1. Because of the shared space (Student Employment, Career, and Transfer Centers)group or class activities by any one of the programs results in the area being closed tostudents needing the services of the other programs.2. The Center cannot accommodate class activities or workshops involving the use ofcomputers for groups larger than nine.3. Due to the closure of the LRC during summer and school breaks, the Center and ourstaff are often the only campus resource available for students needing computersand/or Internet for homework, registration, financial aid, and other education relatedactivities; which limits the availability of these resources for career, transfer, andemployment related activities during peak periods.- 87 -

4. Due to the increasing regional unemployment rate and higher cost of goods andservices, demand for employment services by students and graduates has increasedsteadily while staffing has remained constant.5. The level of staffing limits the services provided outside the main campus to the web siteand e-mail or phone conversations with staff and students at the extended educationsites.6. Despite its popularity with job seekers and the employer community, the StudentEmployment web page development and ongoing management is limited by the lack ofstaff expertise and time that can be dedicated to the web site.Staffing:Name Title FTE LocationLeann Williams Interim Employment Development 1.00 Redding CampusServices Technician- 88 -

APPENDIX B – Program PlanStudent Recruitment and Outreach ServicesReporting Dean: Kevin O’Rorke, Ph.D.Summary:The newly developed Student Recruitment and Outreach office has successfully implementedan array of direct services, with the goal of increasing access, awareness, and opportunity toprospective students and their families. These services include the coordination of high schooland junior high visitations, campus tours, participation in tri-county events, distribution andmaintenance of all campus brochures, distribution of informational packets, presentations,assistance with orientations, and one-on-one matriculation assistance and follow up.Mission Statement:The Student Recruitment and Outreach Office strive to build college-bound communities in theShasta College tri-county district by creating an awareness of the importance of highereducation.Goals and Objectives:The Student Recruitment and Outreach objectives were developed to build an efficientfoundation when the program was started in December of 2007. These objectives are brokeninto three categories labeled as academic community, community engagement, andtechnological support for recruitment effort in order to more systematically address the vastareas of growth needed to become the efficient program we strive to become.Academic Community1. Increase enrollment for Shasta College to 7,760 FTE by 2008-2009, which wouldequal stability funding now received from 2005-2006.2. Target recruitment based on unique student characteristics while matching theappropriate academic programs and services that best meet the needs of eachprospective student.3. Implement a comprehensive and efficient program for conducting campus-widetours.4. Provide assistance with orientations for all incoming students.5. Continue to collaborate with Simpson University, National University, Lake College,and College Options in various programs and College fairs to successfully bringawareness about higher education to the community.6. Continue to collaborate with local high schools to strengthen awareness of ShastaCollege.7. Develop and maintain communication with prospective students through an effectivefollow-up system (see Technological Support for Recruitment Efforts).- 89 -

Community Engagement1. Enhance the image of the college while increasing awareness and visibility of ShastaCollege within our tri-county community.2. Connect with community organizations to learn what services are provided to thecommunity and how Shasta College can contribute in these various efforts whileconnecting with under-represented prospective student populations.3. Develop and maintain strong working relations with high school counselors andteachers in specific vocational and need-based programs.4. Connect with local businesses through the various Career Technical Education(CTE) opportunities that Shasta College offers.5. Increase Hispanic (under-represented) population to the ten percent (10%) mark,which would allow for additional government funding options.6. Continue to build relations with local tribal educational organizations.7. Serve as a liaison between Shasta College and the Addicted Offender Program(AOP), led by Judge Beatty in the Shasta County Supreme Court.8. Continue building a working relationship with various foster youth organizations tobetter serve the needs of foster youth in the area.Technological Support for Recruitment Efforts1. Through Datatel Colleague Student, implement the Recruitment Managementmodule (with the use of the Communication Management module).2. Automate distribution of information and follow-up materials to prospective students.3. Accurately assess the recruitment efforts and materials used for outreach thoughfaculty and staff focus groups and data analysis within the Recruitment Managementmodule.4. Develop, implement, evaluate, and adjust accordingly, the efforts of the studentrecruitment plan.5. Build and maintain a user-friendly “Prospective Students” web page.Service Area Outcomes:1. Outreach will strengthen the working relationship between Shasta College and the localhigh schools to better inform prospective students about college opportunities.Assessment:Compare the current number of visits made to each high school with the previousyear. Compare the current number of follow-up cards filled out with the previous year.- 90 -

2. Outreach will conduct more campus tours to prospective students in groups.Assessment:Compare the current number of tours and number of participants in tours, with the prioryear.Student Learning Outcomes:1. Outreach presentations and tours inform prospective students of the enrollment processand assist with each step from the application to the registration process.Assessment:Start an analysis of how many students the Recruitment Office encounters and howmany of that number successfully register for classes.2. Prospective students who participate in an outreach presentation or take a campus tourwill gain information about the benefits of college, Shasta College program offerings,how barriers can be overcome (e.g., financial, transportation, housing, day care, tutoring,and other barriers), and what student services are available to them.Assessment:A survey will be given before each presentation or campus tour. A survey will be givenafter each presentation or campus tour. A comparison of the two surveys will determinethe percentage of students that have a better understanding of the programs andservices Shasta has to offer and the overall benefits of a college education.Strengths and Accomplishments:1. The last four months of the program‟s existence has proven the continued need andgrowth of community outreach. The Recruitment and Outreach Office is honored toserve as a liaison to local schools and the community partnering with organizations andschools to better assist and welcome prospective students.2. The services provided have created an inviting environment for one-on-one or groupsinterested in pursuing higher education at Shasta College. The Recruitment andOutreach Office has established a working relationship with every local high school fromCorning to Alturas, established an effective means of conducting on-campus andUniversity Center tours, and improved the informational packets given to prospectivestudents.Areas of Concern:1. With the increasing request for tours, presentations at local schools and communityevents, and follow up with all prospective student contacts, there is a growing need foroffice assistance and trained tour guides.2. More materials are being needed as more outreach is being conducted. To fulfill thisneed, more funding for printing, give-a-ways, and presentation materials is critical.- 91 -

3. To be most effective, there is a need to increase the interdepartmental communication inorder to better conduct on-campus tours and better serve prospects interested in thevarious programs and services offered by Shasta College.Staffing:Name Title FTE LocationVACANT Student Recruitment Coordinator 1.00 Redding Campus- 92 -

APPENDIX B – Program PlanTransfer CenterReporting Dean: Kevin O’Rorke, Ph.D.Summary:The Transfer Center offers support and information to current and prospective students in theplanning and implementation of the steps necessary for transfer to institutions of highereducation.Mission Statement:The mission of the Transfer Center is to provide guidance and resources to students as theymove through all stages of career choice and transfer to four-year universities (Adopted May2007)Goals and Objectives:1. Maintain a welcoming atmosphere with current transfer information available in printedand electronic formats.2. Establish a Transfer Center Advisory Committee consisting of representatives frompublic and private institutions, Shasta College student population, local high schools andShasta College faculty/staff.3. Increase the number of student appointments with visiting college representatives.4. Increase awareness of and student participation in field trips to surrounding colleges anduniversities.5. Maintain and update transfer information on the Transfer Center website.6. Increase awareness of and student participation in the UC Transfer AdmissionGuarantee (TAG) program.7. Increase awareness of and participation in the UTRAC (University Transfer Readinessand Completion) program.8. Provide individual assistance to students with completion of transfer applications andrequired procedures.9. Offer workshops providing information and guidance on the CSU/UC applicationprocesses.Service Area Outcomes:1. The Transfer Center will increase the number of students accessing services byincreasing awareness of Center resources through expanded advertising in the Collegenewspaper the Lance, updated brochures, flyers and website.Assessment:The Transfer Center will track the number of students utilizing the Transfer Center on adaily basis.- 93 -

2. The Transfer Center will increase student participation in a variety of activities andprograms such as UTRAC, workshops, field trips, etc.Assessment:The Transfer Center will maintain accurate accounting of student participation in eachsponsored activity.3. The Transfer Center will develop a system for tracking the number of studentscompleting UC and CSU applications in the center so this information can be used fortracking and setting goals for future transfer students.Assessment:A completed tracking system was put in place effective July 1, 2008.Student Learning Outcomes:1. As a result of participation in transfer services and activities, students will report anincreased awareness of the transfer requirements and processes.Assessment:Student self-reporting on exit surveys.Strengths and Accomplishments:1. The Transfer Center maintains a wide variety of up-to-date transfer resources in printand in electronic format such as flyers, bulletin boards, and the web site2. The Transfer Center provides evening hours one day per week.3. The Transfer Center supports the work of Shasta College counselors by maintaining acurrent and comprehensive library of college catalogs,.4. The Transfer Center offers a program for eligible graduating high school seniors(UTRAC) whereby they are assured to become transfer readiness eligible within twoyears if they adhere to an individualized education plan.5. The Transfer Center provides opportunities for students to explore transfer optionsthrough field trips, the University Travel Award program, and individual appointmentswith visiting college representatives, and participation in the annual Career and TransferFair.- 94 -

Results of Data:Category 2007/08Students participating in university field trips 94Students attending center-led workshops 17University Travel Awards 5Advisor Contacts 323UTRAC Contracts Signed 55Students visiting Transfer Center 849Transfer Admission Guarantees (TAG) 20Areas of Concern and Needs:1. Need visible signage highlighting the Transfer Center location in the Administrationbuilding.2. Shared space (Career, Transfer and Student Employment) is not conducive to grouppresentations without closing the center to all other users.3. Need to improve information-sharing procedures within all Enrollment Servicesdepartments.4. Due to seasonal closure of the Shasta College Library during summer and schoolbreaks, the center‟s computers are frequently utilized by students completing registrationand financial aid activities. This results in computer unavailability to transfer, career, andemployment services.Staffing:Name Title FTE LocationLois Cushnie Transfer Center Director .15 Redding CampusDejon Weldon Transfer Center Assistant 1.00 Redding Campus- 95 -

APPENDIX CCounseling CenterAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotalDescription of Activity/Planor DivisionAmountObjective/GoalReplace all counselors who transfer to other programs,leave Shasta College, or retire.1 Replacement of two counselors lost this yeardue to retirement in addition to the four thathave been transferred to other programs.SixfacultypositionsImplementation of Degree Audit Program – Timeline 2011 2 Backfill for Admissions and Recordstechnicians who have to do annual updates;approximately 120 hours.$4,000Develop comprehensive career counseling program.Timeline – 2010-2011 academic year for development;implement 2011-2012 academic year.Research probationary counseling programs at otherCalifornia Community Colleges and revise, if necessary,current follow up counseling procedures. Timeline – 2011-2012 academic year for research and revision; implement2012-2013 academic year.3 No Cost4 No CostProfessional Development for Counselors 5 Training for counselors on degree auditsystems, automated educational plans andcareer counseling. Funds needed to backfillduring training time.$5,000Continue to create, assess and analyze SLOs and SAOs.Timeline – Ongoing6 SLO and SAO data confirms need forrestoration of counseling staff.No Cost- 96 -

APPENDIX CCounseling CenterAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotalDescription of Activity/Planor DivisionAmountObjective/GoalOnline appointment scheduling systems – E-SARS –Timeline – 20117 Annual license fee, updates and training forstaff.$1,000Automated educational planning system – E-Advising –Timeline – 20138 Annual license fee, updates, and training forall counselors.$3,000Continue to monitor integrity of the data in the MIS report– will request monthly report to Matriculation Committee.Timeline – Ongoing9 No CostOnline Orientation. Timeline –2010 10 Annual update costs for changing policies and $2,000procedures.Continue to develop workshops for students.Timeline – 201211 No Cost- 97 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010Office of the Dean of StudentsSpring 2010

Student Services Program ReviewOffice of the Dean of StudentsReporting Dean: Brian Spillane, Ph.D.General Program InformationThe Shasta College Dean of Students office has not previously conducted a programreview. However, there are advantages to having a systematic review and planningmechanism for these areas that do contribute to student learning. While it would bedifficult to portray all aspects of these areas as a formal program, and thus the programreview template may not be perfect for the review of these areas, it is still worthwhile toreview the goals and planning of these areas.This Program Review Self Study begins with a consideration of the Office of the Dean ofStudents. Then this review systematically reviews four related areas that can beconceptualized programmatically, under the umbrella of the Dean of Students Office andRelated Areas. They are Health and Wellness Services, International Students Program,Student Residential Housing, and Student Senate Clubs and Organizations.Program Definition/DescriptionThe Dean of Students Office plans, arranges, coordinates and implements programs,activities and events that aim to engage students’ intellectual, social, cultural, health andethical levels, primarily focusing on personal and educational development andindividual responsibility. Our goal is to serve students respectfully and efficiently. TheDean of Students and the office staff strive to make the campus a friendly andwelcoming environment for students and the community at large. The areas currentlyunder the guidance of the Dean of Students include Cultural Diversity Outreach, Healthand Wellness Services, Information Email function, International Students, Lost andFound, Recruitment Support, Residence Halls, Student Clubs and Organizations, andStudent Conduct/Discipline. The Student Clubs and Organizations include StudentSenate, Phi Theta Kappa and all campus Clubs.Currently we coordinate a range of events including 8 th Grade Career Day, WelcomeDay, Graduation, Cinco de Mayo and much more. Activities also include the SharedGovernance Luncheon, Anti-Apathy Awards Luncheon, administration of the StormySebring Scholarship, Student Senate Scholarships, Halloween Costume Contest, GivingTree/Secret Santa, Intercultural Night Celebration and Intercultural Thanksgiving Dinner.Program Mission/PurposeThe mission of the Dean of Students’ Office is to promote active student leadership andparticipation in college organizations and activities; foster cultural diversity, and ensurethe wellbeing and safety of students.- 100 -

Program SLOs/SAOsService Area Outcomes, Assessment, and Evaluation:These are evident in the sub-areas of the Dean of Students Office, which areHealth and Wellness Services, the International Students Program, StudentResidential Housing, and Student Senate Clubs and Organizations. Each of theseareas will have an individual program review.Program Service Area QualityProgram AnalysisThe Office of the Dean of Students is an initial contact point for many students, familiesand other participants (schools, agencies and vendors) who need information regardingservices and programs on campus and who view our office as a resource office. Theoffice is constantly busy year round and coordinates supports and provides assistance tothe many events and activities on campus each month. In addition, the Dean ofStudents Office has seen an increase in the number of student discipline cases that itreceives on a weekly basis. This increased trend is marked by the growing number ofonline courses that involve discipline issues regarding plagiarism, misrepresentation andcheating. The severity of issues that students bring with them to the discipline processis high, and the disciplinary process is used as a mechanism for problem solving,retention, and student learning. At times, the discipline process requires closecoordination with Campus Safety and with local law enforcement agencies.Areas of accomplishment include the following:Coordinated with College Options on the annual College Quest night heldat the Convention Center attracting over 2000 spectators and participants.Collaborated with Academic Senate in the writing of the new StudentHonesty Policy.Made presentations to academic divisions regarding services of the Dean ofStudents Office and Student Services in general.Re-instituted Phi Theta Kappa Honor Society and re-established itsexecutive board and new faculty advisor.Upgraded and purchased new computer equipment and software forStudent Senate I.D. card sales.Collaborated with an international educational consortium (ETEC) to increaserecruitment of international students from Vietnam, China,Thailand, Indonesia and Egypt.Developed electronic media page for international student recruitmentthroughout Europe and South America.Increased the number of participants from both on and off-campusprograms that are requesting campus housing for summer programs.Enhanced graduation program with a new podium (donated by facultymember), release of doves and new design of graduation program.- 101 -

1. StaffingIncreased number of both on- and off-campus staff and vendors participatingin annual Welcome Day Event.Revised Eighth Grade Career Day, for better visitor circulationEstablished a grove dedicated to veteransEstablished a Veterans Support NetworkWelcomed a cohort of 14 Egyptian students to Shasta CollegeEstablished collaboration with Independent Living Program (ILP) caseworkersfor the benefit of our foster youth residing in the dormitoriesCo-planned Basic Skills Conference/Workshop for Regional Consortium(REACH)Arranged sustainability presentations (Tehama and Redding campuses)by nationally renowned speaker, David Mas MasumotoReinstituted Black History Month event.The office has been maintained by the dean and two staff members, one twelvemonths and the other 10 months. To increase efficiency, to maintain necessaryservices, and for appropriate office coverage, the office should increase the currentten-month position to a twelve-month position. This would ensure full year roundoffice coverage. Unfortunately, with a vacancy, this position has instead beenreduced to 19.5 hours per week. The Dean of Students Office continues to be asbusy during the summer months as in the rest of the year, due to the constant flowof student traffic, campus visitors, part-time Student Senate office hours andsupport of student ID sales, housing inquiries and requests, ongoing internationalstudent support and services, international recruitment, summer school studentdiscipline issues and the planning of Welcome Day. It is difficult to maintain theworkload and pace given the current limited staff resources.2. MaterialsAs the office responsible for providing resources for recruitment, the materials mostin need tend to be copies, flyers, brochures and other print media. The officecomputing needs are standard, in terms of access to Datatel and the basicMicrosoft Office programs.3. Faculty Availability for General College ServiceWithin the office itself, there is no faculty available for general college service.Participation of staff in college and community service include:- 102 -

Brian Spillane - Dean of StudentsService: In House: Accreditation Standard 2 (co-chair)Black History Month Planning CommitteeCollege Connection Administrative LiaisonDistance Education CommitteeDorm Club AdvisorEquity Committee (Chair)Foster Youth Retention CommitteeInvest in Our People CommitteeStudent Senate Administrative LiaisonTextbook CommitteeVeterans Support NetworkIn Community: Ed. and Training Export Consortium (ETEC)Northern Hispanic/Latino Coalition (NHLC)NHLC Health Fair, Scholarship, Cesar Chavezand Graduation CommitteesRegional Ed. Alliance for Achieving Higher Ed. (REACH)Shasta Community Health Center (SCHC)SCHC Finance and Audit CommitteesShasta Co. Citizens Against Racism (SCCAR)Sherry Nicholas - Administrative SecretaryService: In House: CSEA Local Chapter PresidentCSEA Days Planning CommitteeCollege CouncilStudent Services Assistant (Vacant)4. Service/Tutoring Center/LabsThis office provides service in several forms. We guide students clubs andorganizations, especially in regards to campus policies and procedures, and law.We offer the service of lost and found. We arrange tours for prospective studentsand for feeder schools. We answer inquiries that arrive via the “Info” email address.We offer comprehensive support for international students. The disciplinaryprocess is conceived as an opportunity for student learning, and students alsoreceive a service there.5. Opportunities for Professional DevelopmentThe Administrative Secretary is taking an opportunity for professional developmentin the form of classes such as BUAD 45: Human Relations on the Job. This classis supported by the Staff Development Committee.The last Student Services Assistant has taken an opportunity for professionaldevelopment in the form of a promotion.The dean has not formally requested funds for professional development, althoughhe is a member of the Association for California Community CollegeAdministrators, and the California Community College Student Affairs Association.- 103 -

He is also on listservs and enjoys a network of professionals across the system. Inthat his assignment is relatively new, since July 2009, this position in itself has thecharacter of professional development and presents many opportunities forprofessional learning and growth.6. Employee SatisfactionYes.7. Internal Relations, Integration and CollaborationThe Dean of Students Office works extensively with most areas of the campus andat other sites. Code of conduct interventions may involve most any aspect of theinstructional and support programs, across the district.Code of conduct interventions also requires close collaboration with the CampusSafety office and law enforcement.Recently, Board Policy and Administrative Procedure revisions have also entailedcollaboration with the Vice President of Administrative Services and with theAcademic Senate.With a charge of promoting appreciation of cultural diversity and outreach to ourdiverse community, our office frequently works with various departments acrossthe district. For example, in bringing an Asian American speaker on sustainableagricultural processes, the office is collaborating with faculty and staff from BTFCS,NRIPS, EWD and SLAM; with the President’s Office, with the Print Shop, with theFoundation, not to mention a host of off-campus entities.In that our services extend to students in a great variety of ways, our activities areoften intertwined with extensive elements of the campus. The possibilities forfurther program integration are endless and rich.8. Survey Other CCs for Common PracticesMost recently this has occurred in the revision of the Administrative Proceduresassociated with the disciplinary process and with free speech. As a consequenceof this, our policies and practices will be stronger, more effective, and in keepingwith case law that has developed in these areas. Similarly, via a list serve, ouroffice surveyed for effective student government policy and practices.A beneficial direction to pursue in the surveying of other CCs will be with regard tointernational student recruitment.External Relations1. FacilitiesN/A- 104 -

2. Contact with Other K-12 SchoolsOur office hosts an extensive pair of 8 th Grade Career Days, with over 500 hundredyoung students in attendance. For this event, we collaborate extensively withCollege Options, GEARUP, local schools and school districts, EWD and ShastaTwenty-first Century Career Connections.Throughout the year, we are contacted by school groups and by our own facultyand staff who seek to arrange campus visits and tours to our campuses. As well,we field requests from schools who seek to receive visits from our own faculty andstaff. In support of the student senate, our office also helps with the annual HuckFinn Day.We are also the point of contact/facilitator for Migrant Education’s SummerLeadership Program, and a point of contact for the Lions Annual Football Event.3. Contact with Community Colleges and Four Year Universities and CollegesContact with other community colleges has taken place recently for the gatheringof information with regard to best practices, in the revision of policies andprocedures.Participation on the California Community College Student Services Associationlistserv is frequent. Through the student senate’s participation in GeneralAssemblies, our college has additional contact with other community colleges.It is hoped that there will be additional contact with other community colleges in thedevelopment of Shasta College’s study abroad programs.There is also significant contact with other colleges and universities through theRegional Educational Alliance for Achieving HigherEd (REACH). This alliancetakes as its mission a regional increase in the rates of transfer to four year collegesand universities. Members of the alliance include Butte College, CSU Chico, UCDavis, Feather River College, Humboldt University, Lake Tahoe College, LassenCollege, Mendocino College, College of the Redwoods, University of Nevada-Reno, College of the Siskiyous, Southern Oregon University and the CountyOffices of education in the following counties: Butte, Del Norte, El Dorado, Glenn,Humboldt, Lassen, Mendocino, Modoc, Plumas, Shasta, Siskiyou, Tehama andTrinity. On March 5, 2010, our office served as one of the principal planners andhosts of a REACH conference/workshop at the McConnell Foundation, focusing onbasic skills.Our office has also been in dialog with two universities in Vietnam, regardingpossibilities of study abroad and international student recruitment.4. Articulation with High Schools, Universities and CollegesN/A- 105 -

Resource Efficiency1. SupportSupport commonly required from other departments includes technologicalsupport. The tech support staff has always been responsive and helpful. Supportfrom campus safety, especially in the context of the disciplinary process, has beenhighly consistent. Admissions and records and counseling have also been veryhelpful. Physical plant has been exceedingly helpful, as in the case of the foundingof the Veterans Grove and on Welcome Day. In general, support comes from amyriad of directions, and departments are mutually respectful and helpful.2. Use of TechnologyThis is minimal in our office and for the most part just extends to desktop usageand basic software. There are no technology needs that are continuously unmet,and the technological support received is always timely and appreciated.3. Comparison with Other InstitutionsOur technology needs are the most basic and therefore a comparison with otherinstitutions may not yield much useful information.4. Facility Use/AvailabilityDivisions across campus and personnel in other offices are always most graciousin the readiness to share facilities.5. Faculty and Classified StaffingThe criteria provided in the program review guiding documents do not pertain tothis office. Classified staffing includes one full-time Administrative Assistant, andwith a second position (the Student Services Assistant) cut back to 19.5 hours, it ishard to meet the multiple goals of this office, but there is still much that can and willbe accomplished.Additionally, there is a need for institutionalizing the support of faculty in their workwith the Student Senate, such as creating and running a leadership or governmentcourse within which Senate activities take place.6. Reach of ServicesThis office has supported Extended Education in the areas of outreach recruitment,the Puente Program, discipline, and in cultural enrichment. Nonetheless, there ismuch more that can be accomplished in this area. Growth is difficult with ourlimited resources and personnel.- 106 -

Student Success1. Reach of ServicesThe parameters in the program review guiding documents are not applicable toour area.2. AccessAccess in areas related to the Dean of Students Office is discussed in each of theindividual program reviews.3. ProgressThere are no data available on this topic at this time.4. SuccessThere are no data available on this topic at this time5. Student SatisfactionThe criteria offered in the program review guiding documents do not seem topertain here.General PlanningOur office increases the level of student engagement, and this helps increase studentpersistence and success. The Puente program also increases the rate of transfer amongparticipants in the Puente program.Several of the events offered and supported by this office are geared to encourage asense of community at Shasta College. As well, events such as the upcoming visit fromDavid Mas Masumoto, contribute to the intellectual vibrancy called for by our strategicplan. Along a similar vein, the Dean of Students has been active in bringing togetherpeople to examine what it would take to create a culture of innovation here at ShastaCollege, in keeping with our strategic plan.Our office’s efforts are marketed through the usual channels, including News 2 Muse,press releases, posters, flyers and direct marketing to specific groups. Our disciplinaryprocess for the most part needs no marketing; students are referred to us. The adjunctorientation has been used to get the word out to our adjunct instructors so that they mayknow what services may be provided through the disciplinary process.- 107 -

Student Learning OutcomesTo date, these have not been identified as related to the services offered in the Dean ofStudents Office. While we hope that student learning does occur in the disciplineprocess, there is a research challenge implicit in the measurement of that learning,especially given a commonly perceived resistance on the part of students who comethrough that disciplinary process. A longitudinal investigative approach might have somemerit.Program SummaryThe Office of the Dean of Students serves a large number of people as a resource forrecruitment, outreach to the community, information about the college, the learning thatgoes on through the disciplinary process, and for instructors who look for help inresponding to challenges of student conduct. The Office is also essential to the Healthand Wellness Program, the International Students Program, the Residence Halls, and tothe Student Organizations and Clubs. All of these have a valuable role to play in studentlearning.Objective/GoalsGoals, Recommendations, Priorities, Plans1. Increase wellness on campus through collaboration with the Student Senate on arevision of the district’s smoking policy.2. Safeguard student rights and district resources through a review and revision ofBoard Policies and Administrative Procedures related to the Dean of StudentsOffice and areas of supervision.3. Increase the sense of campus community through faculty and staff participationin events such as Welcome Day, 8 th Grade Career Day, campus clubs andorganizations, and cultural/intellectual events.4. Increase the number of clubs both at the main campus and the extendededucation sites5. Support district recruitment events, in the absence of a dedicated recruiter.6. Continue to enhance and expand upon the design, layout and coordination ofgraduation, thus ensuring we stay innovative and current for what is consideredthe largest and the prime event on campus.7. Improve the mechanism by which the one dollar representation fee and theactivity fee are collected for the student senate, without students having tohandle money.8. Increase the internal support for students who are veterans, an often overlookedpopulation9. Collaborate with the Student Senate on discounted RABA service10. Renovation of the residence hall including, equipment, furnishings and buildingupgrades.11. Continue with the re-initiation of the Puente program.12. Establish increased study abroad options for our students.- 108 -

There was no previous program review for this area.- 109 -

APPENDIX COffice of the Dean of StudentsAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotalDescription of Activity/Planor DivisionAmountObjective/GoalWork on improving health of campus via revision ofDistrict smoking policy.Increase wellness Collaborate with the Student Senate on arevision of the District’s smoking policy.No CostSafeguard students’ rights and District resources.Have current andeffective BoardPolicies andAdministrativeProceduresReview and revise Board Policies andAdministrative Procedures related to the Deanof Students Office and areas of supervision.No CostHelp increase the sense of campus community.Increase andstrengthen oursocial fabricPromote faculty and staff participation inevents such as Welcome Day, 8 th GradeCareer Day, campus clubs and organizations,and cultural/intellectual events.No CostIncrease the internal support for students who areveterans, an often overlooked population.Increase andstrengthen oursocial fabricDevelop veterans support network.No Cost- 110 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010International Students ProgramSpring 2010

Student Services Program ReviewInternational Students ProgramReporting Dean: Brian Spillane, Ph.D.Program Definition/DescriptionGeneral Program InformationThe international student program is focused on bringing students from other countriesto the campus and helping these students become a part of the campus community andthe local community, and at the same time provide the support they need to achieveacademic success, personal development and individual growth. The program isfocusing on increasing opportunities for Shasta College students to study abroad as withthe program at Soonchunhyang University in South Korea.Strengths and Accomplishments of International Students Program:1. Developed a three year recruitment plan for International Student Program.2. Updated all new brochures and pamphlets for international student recruitment.3. Revised International Students application packet.4. Maintain website regarding information on International Student Program.5. Hosted international dignitaries from Japan and South Korea.6. Conducted recruitment of students in Japan through the NIC Program.7. Conducted recruitment of students in South Korea from Busan and Seoul.8. Participated in new recruitment efforts with Egypt for fall of 2009.9. Expanding new international recruitment market to India and Indonesia.10. Developed and initiated new electronic marketing throughout Europe through Isamediaelectronic publications. (www.i-studentadvisor.com)11. Provided opportunities for eight Shasta College students to attendSoonchunhyang University in South Korea.12. International students participated in Intercultural Night Celebration in the SpringSemester. The last event brought out over 300 audience members and attractedapproximately 35 performers from the campus and the community.- 113 -

Results of DataRecruitment of international students to Shasta College from the Spring Semester 2006through the Fall Semester 2008:Country Spring 2006 Fall 2006 Spring 2007 Fall 2007 Spring 2008 Fall 2008Albania 0 0 0 0 0 2Brazil 0 0 0 1 1 0Canada 0 0 1 0 1 1China 0 0 0 1 1 1Ecuador 0 0 0 1 1 1Germany 0 0 0 1 1 1India 0 0 0 0 0 2Japan 11 16 11 18 18 29Kenya 0 0 0 0 0 1Korea 4 5 3 9 9 8Latvia 0 0 0 1 1 1Lebanon 0 0 0 0 1 1Madagascar 0 0 0 0 1 1Mexico 1 1 1 1 1 0Nigeria 0 0 0 0 0 2Norway 1 0 0 0 0 0Philippines 0 0 0 0 0 1Switzerland 1 1 1 0 0 0Taiwan 0 0 0 0 0 1Vietnam 0 0 0 0 0 1TOTAL 18 23 17 33 36 54Program Mission/PurposeTo promote, coordinate and conduct outreach and recruitment efforts to bringinternational students from all regions of the world to Shasta College and to promotea supportive, informative, friendly and safe environment conducive to study and to helpthese students become familiar with campus programs and services, and the tri-countycommunity.Program SLOs/SAOsAs the reader will see in Part IV, there have been some SLOs/SAOs previouslydeveloped, and remain to be implemented. These SLOs/SAOs will be reviewed beforeimplementation will occur.- 114 -

Program Service Area Quality1. StaffingProgram AnalysisThe program presently consists of the Dean of Students, an academic counselor, a10-month staff assistant and a technician person from the Admissions and Recordsoffice who assists in the admissions of international students. The program isadministered by the Office of the Dean of Students.Name Title FTE LocationBrian Spillane, Ph.D. Dean of Students 1.00 Redding CampusLois Cushnie Counselor (Interim International) 1.00 Redding CampusSherry Nicholas Administrative Secretary I 1.00 Redding CampusCindy PriceAdmissions and Records1.00 Redding CampusTechnician IIVACANT Student Services Assistant 1.00 Redding CampusThe program is currently understaffed and under-funded. An institutional priorityneeds to be established to provide a fully operational International StudentsProgram. International Students have to go to various offices to receive services.They go to the Dean of Students office when they have general questions and/orconcerns. International students do not always have direct access to the staffassistant since she has to provide assistance to Student Senate, Clubs, studentevents, plus handles all incoming traffic in the office. The Counselor does not haveany designated time in his schedule for international students. Being a part ofgeneral counseling his schedule is booked weeks in advance. The counselor hasto work international students around general student appointments. Internationalstudents may find it difficult because many have specific concerns and problemsthat need additional time to meet with the counselor.The Admissions Technician works within the Admissions and Records Office. Shealso has limited access to students to assist them with visa issues, classes or inmaintaining their eligibility status throughout the semesters. The Admissionstechnician and Counselor work closely together throughout the year with a lot offollow-up for newly admitted students and for students who are applying to thecollege. The Admissions technician is also responsible for out-of-state students andfor athletes.The Dean’s office oversees the budget and is responsible for the administration ofthe program. The Dean’s Office is located in another part of campus andinternational students have to make appointments if the Dean is not directlyaccessible to them. The International Students Program will be a lot more efficientand provide better quality services if everything could be consolidated into onepermanent office.- 115 -

2. Materials and EquipmentThe program maintains a website which is updated semiannually. For internationalrecruitment a power point presentation is used, and it too is updated semiannually.Additional materials include brochures, pamphlets and informational packets fornew students. The program is in the process of developing a DVD for recruitmentpurposes. The program has been trying to put its application on line for students touse, instead of the traditional paper application which we presently use. Puttingeverything on-line will make it a lot easier for us to work with and to access theirinformation.3. Faculty Availability for General College ServiceThe Counselor works with faculty members on a consistent basis in regards tocourse placement, academic progress, class recommendations and at timespersonal issues regarding international students. There are some activities inwhich the international student program is involved including the Multicultural Faireat Central Valley High School, Cinco de Mayo Celebration and visitations to ourlocal mosque and community centers.The counselor is assigned to two different programs, which makes it difficult to getrelease time to attend meetings, or to take on any projects. There is no releasetime given and the counselor has to plan way in advance and has to receive priorapproval from the Counseling Dean in order to be released to attend meetings andcampus functions.4. Service/Tutoring Centers/LabsInternational students utilize our tutorial centers, learning labs, transfer center andassessment office. They are comfortable using them and the program highlyrecommends the learning center, especially to our first year students.5. Opportunities for Professional DevelopmentAt this time professional development is not available for International Studentsstaff and faculty. There is the annual National Association of Foreign StudentAdvisers (NAFSA) conference which is held each May for international education.This is the time for international staff and faculty to attend workshops and symposiaand to network with other professionals throughout the United States and the world.There have been insufficient professional development funds to attend thisconference for the past four years. There are regional conferences, and we alsobelong to the California Colleges International Education Consortium (CCIE) whichprovides a wealth of information and best practices. Unfortunately, we have notbeen able to attend Consortium meetings for years. We are missing out on a lot ofopportunities to work with other campuses and with professional recruitmentorganizations globally.International education requires a lot of updating and being informed on changesregarding visa regulations, international student assessments, government policiesand procedures and current immigration requirement and stipulations globally.- 116 -

Shasta College needs to allow staff and faculty to attend these conferences andworkshops which are so vital in providing the most current and accurate informationto our international students who are attending our college.6. Employee SatisfactionA three-year international student recruitment plan was submitted to theadministration in 2007. It intended to expand and grow the program and tosignificantly increase international student recruitment to the college, with theunderstanding that if the program grew, so would grow the institutional commitmentto provide additional funding and resources to the program. Unfortunately this hasnot happened due to budget limits and constraints at both the District and Statelevels. However, the program has potential and can grow to be strong andprofitable. One counselor is dismayed that it is not given the utmost considerationin comparison to other campus programs.7. Internal Relations, Integration and CollaborationThe International Students Program works directly with the Admissions andRecords Office through the Admissions Technician who is responsible for issuingI- 20’s for newly admitted international students. This office also processes theapplication packets for admissions to Shasta College for international students.The program also receives assistance from the Communication DesignCoordinator in updating recruitment materials, fliers, brochures and photoopportunities.The International Student Program works closely with the housing coordinator toensure that students studying at Shasta College have suitable housing when theyarrive.Please describe those collaborative and cooperative relationships and theirimportance to your program and/or student equity and success. What are theopportunities for further program integration?The International Student Program works closely with the international studentacademic counselor as well as various faculty members to ensure correctcourse placement and student success.How does your program let other departments know about available services?A presentation is made each year to Administrative Council to provideinformation regarding international recruitment and program services. Inaddition, the International Student Program website is kept up-to-date and isadvertised internally and externally. Faculty and staff are also invited tovarious international student functions throughout the year, such as theInternational Student Thanksgiving Dinner, where they have an opportunity tomeet with international students and staff.- 117 -

8. Survey other CCs for Common PracticesThe Shasta College International Student Program periodically visits othercampuses’ International Student Program websites.The International Student Program at Shasta College has learned fromother community colleges. For instance, Shasta College is currently in theprocess of translating recruitment material such as web pages and recruitmentletters/brochures in our top recruitment languages such as Korean. This issimilar to what other community colleges are doing such as Butte College.External Relations1. FacilitiesNot Applicable2. Contact with K-12 SchoolsNot Applicable3. Contact with Community Colleges, and Four-Year Universities and CollegesSoonhunhyang University, South Korea:We are partnered with Soonchunhyang University in South Korea and sendapproximately eight Shasta College students a year there to study abroad.Nevada-California International Education Consortium (NIC), Tokyo, Japan:We have been associated with NIC for over 10 years. The consortium is sharedwith Chico State University and Butte College. Our level of participation has beenvery minimal, mainly due to budgetary constraints. We have relied on ButteCollege four our recruitment efforts in Japan; and they have attended the annualorientation in Japan and displayed Shasta College’s information for us.California Community Colleges of California Initiative for Egypt (CCIC):CCIC is a partnership between the California Community Colleges SystemsOffice, California ETEC, Foundation for California Community Colleges, UnitedStates State Department, Fulbright Foundation and the Egyptian Embassy.Twelve California Community Colleges applied for the three year grant program,and Shasta College was one of the community colleges selected to participate, andthe first set of Egyptian Initiative cohorts arrived in August 2009 with ShastaCollege welcoming 14 Egyptian students.4. Articulation with High Schools, Universities and CollegesArticulation with high schools, universities and colleges is not any different from theoverall Shasta College articulation process.- 118 -

Resource Efficiency1. SupportThe International Student Program relies heavily on the counseling, admission andrecords, and housing departments as well as academic faculty to ensure studentsuccess. In addition, the program relies heavily on the Communications DesignCoordinator for the development of recruitment materials. Support is readilyavailable, helpful and beneficial.2. Use of TechnologyPersonal computers are used for the operation of the program, and any specializedsoftware that is needed is available through the communications/marketingdepartment.3. Comparison with Other InstitutionsButte College in Oroville, CA is similar in size and location, but has a higherinternational student population due to more resources such as staffing andbudget. Butte College has a Director, Assistant Director and Recruiter that are fulltimeequivalent devoted to their International Student Program. Shasta College, onthe other hand, has a Dean of Students, Student Services Assistant and AcademicCounselor who are assigned to a wide range of duties in addition to maintainingand developing the International Student Program.4. Facility Use/AvailabilityNot Applicable5. Faculty and Classified StaffingThis criterion is not germane to the International Student Program.6. EquipmentNot Applicable7. Budget Information, Requests, Action PlansThe International Student Program of Shasta College operates on an annualshoestring budget of approximately $3,500. Although the program budget isminimal, it is stable. Typically the budget is based upon previous years’ budgetallotments, although the program continually requests increases. Outside fundingsources are continually being researched by the program.International students provide for a culturally diverse campus community. Theyparticipate heavily in student organizations and promote cultural events that helpin the retention of non-international students.- 119 -

Income: $4,324/FTES; any other ongoing funding/income sources like contracts,partnerships, and categorical monies.Expense: During a typical academic term (fall or spring semester), internationalstudents bring in approximately $85,000 to the Shasta College General Fundthrough registration and dorm fees. This year, the program is bringing in morethan twice that amount with the Egyptian Initiative.During budgetary times where we are at cap, such as the 2009-2010 and 2010-2011 fiscal years, international students bring a new funding stream to the district,above and beyond the limited funding that our state provides. It is important thatduring these times the college increases its international student recruitmentefforts. Efficiencies could be increased by increasing the number of internationalstudents, through a greater investment in recruitment.8. Reach of ServicesIf the budget for recruitment efforts was increased, we could target countries thatare statistically more likely to send students abroad, including South Korea,Vietnam, China and Japan.Student Success1. DataFrom Fall 2006 to Fall 2009, Shasta College has had 84 individual internationalstudents. (The definition of an international student for these purposes is one whois studying in the United States on an F-1 visa.).2. AccessNot Applicable/Data Not Available3. ProgressFrom Fall 2006 to Fall 2009, Shasta College has had 84 individual internationalstudents. (The definition of an international student for these purposes is one whois studying in the United States on an F-1 visa.) The average cumulative GPA ofsaid students is 3.121, far above the overall Shasta College student average ofapproximately 2.50. It is important to note that for over 90% of these internationalstudents, English is their second language. International Students do exceptionallywell in academics; and there are no concerns about their progress.4. SuccessThe Office of the Dean of Students provides an open door policy where students ofthe International Program can come in at any time with questions, concerns and/orproblems. The program’s initial new international student orientation is especiallyhelpful to new cohorts wherein they learn of campus services. In addition, theprogram’s academic counselor provides one-on-one individualized attention tointernational students which helps ensure successful progress.- 120 -

Fifteen (15) of the 84 students have graduated from Shasta College with anassociate degree. Although data are not currently available, it is believed that ahigh number Shasta College international students transfer to a university toreceive their four year degree. Typically, international students expect to transferto a four-year institution, usually within the State of California. They work with theinternational student academic counselor to achieve this goal.5. Student SatisfactionUpon orientation, students are notified of the support system available includingtransfer/counseling centers, learning resource centers and above all they are toldthat the Office of the Dean of Students is there for any questions, concerns and/orproblems that they may have. This self study allows us an opportunity to put a planinto place.The main area of concern about student success was in regard to Englishproficiency, and that has been recently addressed with the establishment ofminimal TOEFL scores. International students must have a TOEFL score of atleast 500; one of the highest standards for international student admittance in theCalifornia Community College system. This ensures proper student assessmentand placement at Shasta College.General PlanningStudent success and student retention is the primary goal of the CaliforniaCommunity Colleges System Office (CCCSO) Strategic Plan. Cohorts of theShasta College International Student program develop valuable social andleadership skills enhancing their success in their academic courses and helping toensure their continued enrollment until their educational goal is met.Shasta College’s Strategic Plan has five themed goals including: 1) CommunityConnection, and 2) Student Learning and Growth:1. Community ConnectionInternational students have a direct connection with the community. Throughcommunity service, campus clubs such as the Intercultural Club, campusevents such as Intercultural Night and International Student Thanksgivingdinner, and community events such as the annual Multicultural Celebration,International Students build a connection with the community that fosterscultural awareness, excitement and appreciation of the diversity at ShastaCollege.2. Student Learning and GrowthThe International Students Program provides its students with personal, socialand community service opportunities, enhancing the overall collegiateexperience. The International Students Program provides a support structureto its participants ensuring their learning and growth at Shasta College.- 121 -

Student Learning OutcomesThe following is on record for the program, although these items will be revised duringthe coming year. Some of the activities have been implemented, but there are no data toreport at this time.Student Learning OutcomesInternational students will take part in at least one campus-wide or community eventand one Intercultural Club activity in their first year of study at the college.Assessment:The International Students office will make students aware of campus andcommunity activities and events through an e-newsletter. The office will recordattendance at these activities. The office will also conduct a survey of all newstudents to determine whether or not students are attending or participating incollege and community events.Evaluation:The surveys of students, as well as records of attendance at intercultural activities,will be compiled and note made of any students who are not participating. Thesestudents will be invited to talk with the International Students Program staff toencourage them to be more involved, and inquire as to how the office can assist.Service Area Outcomes1. A focus group of international students will be formed for discussion withInternational Students Program staff to better understand the needs, servicesand potential problems facing international students on campus.Assessment:The Dean of Students will organize a small focus group of international studentsthrough the Intercultural Club to learn more about how to meet their needs and tohelp them accomplish their academic goals.Evaluation:The International Students Program office will maintain a database of studentswho participated in the focus group, along with their academic goals, and tracktheir success rate for their duration at Shasta College.2. Exit interviews will be conducted with international students during their lastsemester, before they transfer or complete their studies, in order to improveservices to international students.Assessment:The Dean of Students will meet with all international students who are in their lastacademic semester to discuss their academic plans and to elicit comments andsuggestions about the services provided to them through our program.- 122 -

Evaluation:Record the suggestions and comments from the students, and make a plan tofollow-up on significant new ideas. Review the list each semester, and denotewhat action was taken on each item.3. International Students Program staff will review, update, and expand the threeyearInternational Students Recruitment Plan that was originally written in 2006to improve and enhance its effectiveness and services.Assessment:The Dean of Students will set up meetings with staff members and theInternational Student Counselor to review the recruitment plan and to elicitcomments and suggestions in developing new recruitment targets and markets.Evaluation:The Dean of Students, International Student Counselor, and staff will evaluateany changes to the recruitment plan and determine for the next revision.Program SummaryThe International Students Program provides educational access for foreign and nativestudents alike. Obviously, students from across the globe benefit from relativelyaffordable access to learning in a safe environment, but our native students also havethe benefit of knowing more about the world through interaction with the internationalstudents. International students through their diversity enrich the learning environment atShasta College.Budgetarily, this program represents a revenue stream that augments what our stateand federal systems can provide to our college. The potential for growth and furthersupport of our budget is significant. But the greatest gains to be had are in the learningthat occurs when we share the uniqueness of our cultures and perspectives. This leadsto a better appreciation of diversity—something that all our students will need in themodern world—while also allowing us to discover the commonalities that tie us to peopleeverywhere.Goals, Recommendations, Priorities, PlansBased on your critical evaluation of the items studied in Parts III and IV, pleaseprovide recommendations for the development, modification, and/or improvementof your program.Move the Student Services Assistant (staff person assigned to the InternationalStudent Program) from a 10-month position to a 12-month position. Unfortunately,this position was recently reduced to 19.5 hours. A full-time position of 40 hours perweek is needed to help grow this program.- 123 -

Allocate 10% of the International Student academic counselor’s time specifically tointernational students. (Block off time in SARS – counseling appointmentmanagement software.)International Student Program staff to attend conferences, trainings, meetings, andactivities that promote international student education and study abroad.Increase recruitment efforts abroad through recruitment material and staff travel. Onenew International student may bring approximately $6,000 per year in tuition.Identify the goals that were identified in the last program review and describewhether they were attained or not. If not, why not?There was no previous program review- 124 -

APPENDIX CInternational Students ProgramAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets Program orItem(s) RequestedTotal AmountDescription of Activity/Plan Division Objective/GoalIncrease staff support to the International$28,700 per yearStudents Program.New goal to serve andsupport the internationalstudent program.Move the Student Services Assistant(staff person assigned to the InternationalStudent Program) from a 10-month to a12-month position, at 40 hours per week.Secure greater counseling availability tointernational students.New goal to serve andensure the academicsuccess of internationalstudents.Allocate 10% of the International StudentAcademic Counselor’s time specifically tointernational students. (Block off time inSARS – counseling appointmentmanagement software.)No direct cost.Increase staff travel to conferences,consortia, development activities.New goal to serve, supportand growthe international studentprogram.International Students Program staff toattend conferences, trainings, meetings,and activities that promote internationalstudent education and study abroad.$2,500 per yearIncrease recruitment effortsTo grow the InternationalStudents Program andincrease the internationalstudent population atShasta College.Increase travel abroad for recruitmentpurposes and to forge and sustainrelationships with feeder schools; sendmore recruitment abroad.$5,000/yr.**Every newinternational studentthat recruitmentbrings lowers thecosts with the goal ofincrease the generalfund overall.- 125 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010Student Health andWellness ServicesSpring 2010

Student Services Program ReviewStudent Health and Wellness ServicesReporting Dean: Brian Spillane, Ph.D.Program Definition/DescriptionGeneral Program InformationThe main focus of Student Health and Wellness Services is on student health, theprevention of communicable diseases, contributes to students’ wellness, and providescare and assistance when illness and/or injury, physical or emotional interferes with astudent’s academic and personal success and development.Strengths/Accomplishments of Student Health and Wellness Services:1. Provides optimal student health/wellness services on a budget that is almostentirely dependent on health fee income.2. Faculty is licensed, experienced professionals in good standing within theirrespective regulatory boards.3. Single classified staff must support all aspects of operations.4. Service has a presence on distance campuses.5. Faculty serves on college and community advisory boards and committees.6. Faculty/service has been recognized individually and collectively in thecommunity for achievement of excellence.7. The service maintains MOU’s with certain community providers and institutions,which minimizes cost to the service, but maximizes, on site, student contact withcommunity experts.Program Mission/PurposeThe mission of Student Health and Wellness Services is to offer holistic mental andphysical health services that contribute to student retention and promote lifelong wellbeing.Program SLOs/SAOsSLOs have not been clearly developed for this area. SAOs however are underexamination.- 128 -

Program Service Area Quality1. StaffingProgram AnalysisStudent Health and Wellness Services has unique staffing qualifications associatedwith the program. It is currently available only on the main campus and staffed asfollows:1-College Nurse, certificated faculty, non-instructional, 195 days1-Psychological Counselor, certificated faculty, non-instructional, 195 days1-Student Health and Wellness Services Technician, classified staff, 11 months1-Physician, hourly, academic yearName Title FTE LocationBecky Bogener Psychological Counselor 1.00 Redding CampusDr. Julian Fuentes Physician-Hourly .50 Redding CampusDebbie Goodman College Nurse 1.00 Redding CampusShelley Lowry Student Health and WellnessServices Technician1.00 Redding CampusStaffing Qualifications for the College Nurse:The minimum qualifications for a health services professional with overallresponsibility for developing and directing student health services is containedin Title 5; Division 6; Chapter 4; Subchapter 4; Article 2; § 53411. MinimumQualifications for Health Services Professionals:(a) The minimum qualifications for a health services professional with overallresponsibility for developing and directing student health services shall be avalid, current California license as a registered nurse, and either of thefollowing: (1) a master's degree in nursing and a California Public HealthNurse certificate; or, (2) a bachelor's degree in nursing, a California PublicHealth Nurse Certificate, and a Master's degree in Health Education,Sociology, Psychology, Counseling, Health Care Administration, PublicHealth, or Community Health.(b) Other health services personnel shall not be subject to statewide minimumqualifications; however, all personnel shall possess appropriate valid, currentlicensure or certification to practice in California when required by law.Ancillary personnel shall work under appropriate supervision when requiredby their license laws.Staffing Qualifications for the Psychological Counselor:The psychological counselor providing direct service to students holds a Master’sdegree in Social Work as well as a valid, current California license as a clinicalsocial worker (LCSW). Additionally, this position currently holds certificationallowing for clinical supervision of MSW / MFT candidates.- 129 -

Staffing Qualifications for the Student Health and Wellness Services Technician:In addition to modern office practices and procedures, the Student Health andWellness Services Technician is required to: sign a confidentiality statementadhering to HIPAA and FERPA guidelines applicable to the Student Health andWellness Services office; hold and maintain Basic First Aid and CPR certification;have an understanding of medical terminology and basic medical assistingpractices; assist with basic health crisis intervention.Staffing Levels and Meeting Student Needs:During the fall and spring semesters, hours of service are limited to weekdays,excluding the lunch hour. During the summer semester the office is open for a totalof 20-22 days, closing for a lunch period. The limitation of main-campus-only, dayonlyhours and lunch closures is necessary as each job description is staffed byone employee, and there is only one classified support staff in Student Health andWellness Services. To our best knowledge, there has been no formal survey ofstudents asking if current Student Health and Wellness Services staffing levelsmeet student needs.When available, psychological counseling services are expanded through graduateschool students completing clinical counseling hours. These students aresupervised by the faculty Psychological Counselor who currently holds asupervision certificate as required through the California Board of BehavioralSciences.2. Materials and EquipmentIn addition to the standard office equipment, and because of the medicalcomponent to H&WS, the office carries those supplies and equipment germane toa basic physician office practice. These items, inclusive of syringes, needles,medications, etc. are kept locked and away from public access. The service alsoutilizes equipment requiring annual calibration or purchase of supplies forcalibration: Beltone Audiometer; and CLIA waived Cholestech cholesterolscreening equipment. Other equipment includes: steam autoclave, urinalysisequipment, (2) medication refrigerators, ice maker.Technology Support Services approved Fall 2009 upgrades to all computers in theStudent Health and Wellness Services office through the campus TechnologyRefresh Cycle. Refresh decisions were based on computer age, with additionalconsideration given to the amount of estimated use as well as past defined needs.3. Faculty Availability for General College ServiceStudent Health and Wellness Services faculty and staff are regularly called uponby concerned faculty, staff, students or administration to assist with questions orconcerns regarding matters of campus health and psychological well being.Additionally, Student Health and Wellness Services faculty and staff are involved ingeneral college service as follows:- 130 -

College Nurse:Internally: Crisis Intervention Response and Resource Team (CIRT), Invest inOur People Committee, WASC Steering Committee, guest lecturer as requested– usually three to five times per semester for day and evening classes,Student/Athletic Accident Insurance process management, Campus SafetyCommittee.In the community: Teen Pregnancy Prevention Collaborative (PlannedParenthood Shasta-Diablo), Shasta Reproductive Health Collaborative, ShastaCommunity Health Center HOPE Advisory Board, Member/Co-Chair (15 years)of recently disbanded HIV Prevention Community Planning Committee – ShastaCounty Public Health, Tobacco Coalition – Shasta County Public Health,additional community meetings as necessary when it concerns, or would benefitour students.Psychological Counselor:Internally: Crisis Intervention Response & Resource Team (CIRT), guest lectureras requested – usually five to ten times per semester for day and eveningclasses, as well as off-site classes.In the Community: Provides supervision to National University graduate studentswho do their internships in Student Health and Wellness Services, ShastaCounty Public Health Youth Suicide Prevention Team, Shasta County MentalHealth, additional community meetings as necessary when it concerns, or wouldbenefit our students.Student Health and Wellness Services Technician:Crisis Intervention Response and Resource Team (CIRT), Student/AthleticAccident Insurance process management.There is no “release/reassigned time” assigned to Student Health and WellnessServices program faculty for college service or attendance at communitymeetings, etc.4. Description of the ServiceTitle 5 (Education) of the California Code of Regulations, establishes the types ofhealth services the District may offer and specifies the types of expenses for whichthe health services fee may be used (§ 54702). Title 16 (Professional andVocational Regulations) of the California Code of Regulations, establishes thescope of practice for licensed / professional health care providers (RN, LCSW, MD)in student health services.- 131 -

Clinical care services provided in Student Health and Wellness Services include:1. Assessment, intervention, and referral to community providers2. First aid and basic emergency care3. Health appraisal4. Communicable disease control5. Tuberculosis skin testing for student and employeesMental health services include:1. Mental health assessment, and referral to community providers2. Crisis management3. Suicide prevention4. Short-term psychological counseling5. Alcohol/drug counseling6. Eating disorders counseling7. Stress management8. Sexual harassment/assault recovery counselingSupport services unique to Student Health and Wellness Services include but arenot limited to:1. maintenance of health records/databases in a confidential and ethicalmanner2. Ordering of pharmaceuticals and maintenance of appropriate records3. Maintenance of required certifications – CLIA Waiver for performanceof uncomplicated point-of-service labs.Special services include:1. Health education and promotion2. Teaching, classroom presentations3. Student/athlete accident insurance program4. Consultation regarding campus health and safety, including participationin illness and injury prevention programsEncounter data average from August 2008 to October 2009 demonstrate 61.92%of student utilization, excluding use of lobby resources (undocumented), occurs inthe morning hours between 8am and noon.Privacy regulations (FERPA) influence the manner in which student use data iscollected, and it is therefore not possible to determine unduplicated studentheadcount use by term.Service effectiveness in meeting student needs:Student Health and Wellness Services regularly receives anecdotal comments ofthanks and appreciation for services rendered by all providers, including theStudent Health and Wellness Services Technician and contracted physician.Students are not formally surveyed after each documented encounter in StudentHealth and Wellness Services. There has been discussion about creating a mastereffectiveness survey for all student services in the form of a Service Area Outcome(SAO). Students are surveyed after college nurse and psychological counselorclass presentations to assess specific Student Learning Outcomes (SLOs).- 132 -

Effectiveness surveys for the college nurse and psychological counselor areavailable year-round in the lobby and are used as part of their faculty evaluationprocess.5. Opportunities for Professional DevelopmentProfessional development opportunities appropriate for Student Health andWellness Services faculty and staff are provided off campus through attendance atprofessional conferences specific to the provision of nursing, mental health, andsupport services (CPR / First Aid Training) in community college student health.On-campus professional development (FLEX) is usually not directly applicable toStudent Health and Wellness Services faculty. Most often, Student Health andWellness Services faculty are called upon to provide or facilitate FLEX in-servicesregarding emotional and physical health issues affecting students and employees.6. Employee SatisfactionStudent Health and Wellness Services faculty and staff indicate generalsatisfaction with the health services program and their role. While there is theongoing desire and goal to expand the services described within the Board ofTrustees approved health service plan, the health service budget is limited tohealth fee intake and disallows the addition of additional support staff and faculty.Therefore, any dissatisfaction is driven by this limitation. The up-side to theselimitations is that the faculty and staff are called upon to be reasonably creativewith restricted funding and staffing.Proposed, as well as on-going, projects and programs are regularly scrutinized fortheir appropriateness to the health service considering their consumption of humanand fiscal resources. One such program, the management of athletic accidentreports and insurance claims, is under consideration for its demand on the StudentHealth and Wellness Services support staff. It has been proposed (2008) thisprogram be transferred to support staff in the Athletics Division, as is the typicalpractice in the California community college system. This transfer would free-uptime for the Student Health and Wellness Services Technician to provide supportwith additional health activities. Also noteworthy is the dual role of the collegenurse as direct service provider and overall coordinator of services. Without anadditional nurse, psychological counselor or support service staffing, the expansionof existing services is limited.7. Internal Relations, Integration and CollaborationWhile Student Health and Wellness Services faculty and staff have a reportingrelationship to the Dean of Students, matters involving Student Accident Insurancereport directly to the Vice President of Administrative Services; matters involvingCIRT report directly to Security; matters involving campus communicable diseaseconcerns take direction from the Shasta County Health and Human ServicesAgency reporting directly to the President’s Office and the Public InformationOfficer.- 133 -

Students self-refer and are referred to Student Health and Wellness Services fromvarious college offices: from DSPS for screenings related to academicaccommodations; from the discipline process; and by faculty and staff, (includingathletic coaches and athletic trainer) for specific medical and mental health issuescreating barriers to student retention and success.Information about Student Health and Wellness Services activities and services iscommunicated to the college community via the college calendar, college catalog,schedule of classes, brochures shared during orientation as well as brochure racksin the 100 building and Library, Student Health and Wellness Services webpage,News 2 Muse – the twice weekly electronic newsletter, and bulletin boards andacrylic poster stands outside the Student Health and Wellness Services office.When necessary, the office of the President will electronically distribute healthrelated information to “All Users.”8. Survey other CCs for Common PracticesMembership in Health Services Association of California Community Colleges(HSACCC) provides electronic and in-person networking with professionalsdedicated to the improvement of health services and health education within theCalifornia community college system. It is within this membership Shasta CollegeStudent Health and Wellness Services most frequently surveys other CCC forcommon and best evidence-based practices for college nurse / psychologicalcounselor / contracted physician services.Additionally, the college nurse and psychological counselor maintain currency withbest practices / evidence based practices through local, state and nationalprofessional associations, electronic listserv discussions, and attendance atprofessional conferences.Professional Resources (not exhaustive):Health Services Association of California Community Colleges (HSACCC)American College Health Association (ACHA)National Association of Schools of Public Affairs and Administration(NASPAA)Medscape Daily (electronic) News (latest peer-reviewed research, includes allaspects of health including mental health / psychiatry)Harvard Mental Health NewsletterCenters for Disease Control and Prevention (CDC)California Board of Behavioral Sciences (BBS)California Board of Registered Nursing (BRN)External Relations1. FacilitiesStudent Health and Wellness Services does not use facilities not owned byShasta College, nor, at this time, does it share facilities with other programs.- 134 -

The Student Health and Wellness Services “FLEX office” is used as a satellite forcertain community health-related services, depending upon the ability of thecommunity service to fund the necessary human resources. Memorandums ofUnderstanding are in place for community services using the Student Health andWellness Services FLEX office. There is no expense to the Student Health andWellness Services budget for these services. By a Memorandum ofUnderstanding, providers are allowed reasonable use of telephone, computer andfax.Community health providers that are providing / have provided services in StudentHealth and Wellness Services:Planned ParenthoodShasta County Public Health, Women / Infant / Children (WIC) nutritionalassistance program.National University MFT students accruing clinical counseling hours.Currently Shasta College Student Health and Wellness Services does not have anadvisory committee.2. Contact with K-12 SchoolsStudent Health and Wellness Services does not initiate contact with K-12 schools.The college nurse may be contacted by a K-12 school nurse or health clerk when aK-12 student with an existing health problem will be on campus in concurrentlyenrolled classes or as a visitor through outreach activity (8 th Grade Visitation Day).This contact is infrequent, and usually consists of providing support through use ofwheelchairs or crutches, or administering minor First Aid. There are also infrequenttimes when a concurrently enrolled student will have an active Specialized PhysicalHealth Care procedure (diabetic protocol, anaphylaxis prevention protocol, etc.)and the college nurse will be consulted by the district school nurse.On a more frequent basis, Student Health and Wellness Services is approached bystudents enrolled in College Connection – a 12 th grade concurrent enrollmentprogram on the college campus, administered by the Shasta Union High SchoolDistrict. College Connection faculty are very aware of Student Health and WellnessServices frequently refer their students to nurse, counseling and physician services.When necessary, parental consent is received before assisting minor students.3. Contact with Community Colleges, and Four-Year Universities and CollegesExcept for the use of university graduate students, under Memorandum ofUnderstanding, within psychological counseling services, Student Health andWellness Services does not have partnerships established for the purpose ofmatriculation.4. Articulation with High Schools, Universities and CollegesNot Applicable- 135 -

Resource Efficiency1. SupportStudent Health and Wellness Services is fiscally supported through the studenthealth fee. The office receives administrative support through the Dean of Studentsand Vice President of Student Services. When requested, the service receivessupport from those divisions and offices with which there is a need relevant tostudent or employee health and safety: President’s Office, Public InformationOfficer, Security, Administrative Services, Academic Affairs, and Research. Whenrequested, support is readily available, helpful and beneficial.A chart could be developed to enhance the understanding of other entities,regarding the unique relationships between Student Health and Wellness Servicesand other administrative offices (see Part 3.1, 7. Internal Relations, Integration, andCollaboration).2. Use of TechnologyTechnology used in Student Health and Wellness Services includes:Computers and printers at each work stationCopierFaxVOIP telephones at each work stationUpgrades to all computers in the Student Health and Wellness Services office areplanned through the campus Technology Refresh Cycle – which will hopefullyaddress current computer issues.Medical technology (see Part 3.3, 6. Equipment) is aging and will require eventualreplacement.3. Comparison with Other InstitutionsRegarding technology, Student Health and Wellness Services compares withcolleges of equal student enrollment. Colleges with larger headcount enrollmentare utilizing Electronic Medical Records (EMRs). The use and cost of EMRs inStudent Health and Wellness Services is not founded at this time.4. Facility Use/AvailabilityDuring the fall and spring semester, Student Health and Wellness Services office istypically open Monday through Friday, 8:00 AM to 12:00 noon, and 1:00 PM to4:00 PM. The office is not open during college breaks, and is only open duringsummer session when faculty are scheduled to be in the office (schedule of days isprinted and posted.) Office hours accommodate the requirements of the classifiedcollective bargaining agreement, considering there is a lone classified staff.Any plans to expand services and office hours will be dependent upon increasedhealth fee income and the availability of office space.- 136 -

5. Faculty and Classified StaffingStudent Health and Wellness Services is staffed by two non-instructional faculty ona 195-day contract, and one 11-month classified Student Health & WellnessServices Technician. This scheduling has been consistent for the last three (3)years. Faculty and staff salaries, as well as contracted services of the collegephysician, are paid through and limited by student health fee intake. The provisionof services takes place between the first and last day of an academic semester /session, and is deliverable only duringthe semester/session for which the student has paid the health fee.An improvement to the service would be additional support staff, part-time RN, andpart-time psychological counselor.6. EquipmentThe service utilizes equipment requiring annual calibration or purchase of suppliesfor calibration: Beltone Audiometer; and CLIA waived Cholestech cholesterolscreening equipment. Other equipment includes: steam autoclave, urinalysisequipment, medication refrigerators (2), ice maker. When equipment replacementis required, funds are identified within the current Student Health and WellnessServices budget, or if necessary, an augmentation is requested for the upcomingfiscal year.7. Budget Information, Requests, Action PlansThe current Student Health and Wellness Services budget is sufficient to cover theStudent Health and Wellness Services program as it is currently structured. Healthfee income is considered a restricted fund per Title V. It is unknown if the allocatedStudent Health and Wellness Services budget is equal to total health fee income.Student Health and Wellness Services also generates reimbursement throughState Mandated Costs, and it is unknown if that reimbursement affects theallocated Student Health and Wellness Services budget.A new program under consideration at Shasta College (12/11/09) is MAA – Medi-Cal Administrative Activities. Within MAA federal funding reimburses the college forthe cost of administrative activities that promote access to health care for collegestudents and coordinates student health care needs with Medi-Cal serviceproviders. College employees are trained and assisted in providing and reportingMAA activities performed during the typical work day as reported in four annualweek-long time surveys. It is anticipated MAA will be pertinent to the existingactivities within Student Health and Wellness Services.- 137 -

The Student Health and Wellness Services budget funds the following:All Student Health and Wellness Services Employee Salariesand BenefitsContracted Services (Physician)Student Accident Insurance PremiumSupplies and EquipmentTravelProfessional MembershipsAdvertising/PrintingBudget planning process: Student Health and Wellness Services budgetdevelopment takes place within Datatel, to which only the college nurse hasauthorized access. The Student Health and Wellness Services budget is allocatedby the Comptroller, who will have already input (and deducted) employee salaryand benefits. The Comptroller has instructed Student Health and WellnessServices on the use of a percent increase when projecting the annual premium forStudent Accident Insurance. Contracted service cost is estimated based upon anhourly rate for the physician. Remaining funds are then divided accordingly. Theusual purchasing process for reordering consumables is to generate a blanketpurchase order (encumbrance) for pharmaceuticals and medical supplies, placingsubsequent reorders against these purchase orders.Non-financial benefits of Student Health and Wellness Services to the District:Addressing issues of health and well being that would otherwisejeopardize a student’s ability to continue in their academic program.Retention is a concern with 66.75% of all psychological counselingappointments (data January 2009-October 2009 student encounters).Provision of Bloodborne Pathogen (BBP) training to employees identifiedthrough HR (College Nurse)Initial first aid for employees injured on campus (College Nurse / HWT)Employee access to lobby services – including assistance of StudentHealth and Wellness Services TechnicianNurse/Psychological Counselor consultations to assist employees withidentifying community providersOn-site Health and Safety experts/health educatorsWhat is the cost versus income comparison for your program?Income Sources:Student Health Fee, Mandated Costs (future potential for MAA income.)Actual income from the above: UnknownExpense:College budget for your department: 2008-2009 = $381,600;2009-2010 = $396,791.Student Health and Wellness Services staff is very prudent custodians of theirbudget. Title V restricts the use of student health fees, and typically the programunder spends the allocated budget.- 138 -

It would be helpful if the program could create a reserve fund with unspent moniesto cover the cost of equipment repairs or replacement.8. Reach of ServicesStudent Health and Wellness Services funds the provision of a token vendingmachine and specific non-prescriptive medications, cough drops, condoms,feminine hygiene products, antiseptic wipes, first aid ointment and Band-Aids to theExtended Education sites, as well as all the aforementioned sans token vendingmachine to the Health Sciences and University Center located in downtownRedding. Additionally, the Student Health and Wellness Services Technicianserves as consultant to the Extended Education sites regarding student accidentreporting.In previous years Student Health and Wellness Services staff has broached theprovision of nurse and psychological counseling services to extended educationsites and Health Sciences and University Center. The response fromadministration has been that nurse and psychological counseling services are toremain on the main-campus. To assist students, the Student Health and WellnessServices webpage has been developed to include an extensive amount ofresources, including certain online screening services paid by the Student Healthand Wellness Services budget. It has not been assessed whether the currentprovisions are adequate to meet the student, Extended Education, and onlinestudent need.Should additional funding become available it could possibly provide theopportunity to grow Student Health and Wellness Services beyond the currentoffice hours and on-campus locale. To that end a specific, separate planningprocess would be required.Student Success1. Data2. AccessUnquantifiable regarding Student Health and Wellness ServicesAs a benchmark, Spring 2009 college headcount enrollment was 12,649. Thatsame semester, staff in the Student Health and Wellness Services office recorded1,263 student visits (not including non-documented lobby-only services). Visits forthe Spring 2009 semester represent 9.98 % of the headcount enrollment. Accesscould be expanded on the main campus and perhaps extended campuses throughfunding increases that allow for additional staffing and subsequently additionalhours of service.- 139 -

3. ProgressStudent Health and Wellness Services nurse, psychological counselor andcontracted physician services contribute to the progress of students by eliminatinghealth-related barriers to success, especially when 40-50% of students utilizingservices report having no primary health insurance.Currently there are no measurements taken quantifying the contribution of StudentHealth and Wellness Services with student progress, though it stands to reasonthat ill-health can affect student progress.4. SuccessStudent Health and Wellness Services nurse, psychological counselor andcontracted physician services contribute by eliminating health-related barriers tosuccess, especially when 40-50% of students utilizing services report having noprimary health insurance.Currently there are no measurements taken quantifying the contribution of StudentHealth and Wellness Services with student progress.5. Student SatisfactionIndicators of student satisfaction pertinent to Student Health and WellnessServices:a. Student satisfaction regarding nurse and psychological counseling services ismeasured through the Student Opinion of Effectiveness. This anonymoussurvey, primarily used as part of the faculty evaluation, is always available inthe office lobby. Students may return the survey to the office of the VicePresident of Student Services through an addressed, postage paid envelope.b. Completed surveys are returned to the specific faculty at the time ofevaluation and have generally indicated appreciation of the services renderedusually asking for increased physician hours of service.c. Complaints vocalized are typically related to a non-understanding of our scopeof services. These complaints are carefully considered and responses includeadditional education about our service limitations and how the student canbest use Student Health and Wellness Services to assist with their healthneeds. To our knowledge the service has not received a written complaint.General PlanningHow does your program meet or integrate with the System’s Office Strategic Plan?Student Health and Wellness Services is committed to strengthening Californiacommunity college student learning, retention, and success. This is facilitated bysupporting the physical, emotional, and social well-being of students throughaccessible, high-quality health activities and services.- 140 -

The primary goal of Student Health and Wellness Services is to provide a scopeof services to meet the student’s physical, social, and mental health needsnecessary to facilitate a successful completion of their academic goals andobjectives. This is accomplished through provision of first aid, health assessmentand treatment, psychological counseling & crisis intervention, health education,and community partnerships.How does your program meet or integrate with the goals and plans of ShastaCollege?Student Health and Wellness Services supports the institutional student learningoutcomes of Shasta College by supporting the student in the areas of personaldevelopment, communication, critical thinking skills, and an awareness ofcommunity responsibilities and resources.Are there any national trends that need to be taken into consideration by yourprogram as a basis for improvement?National and state student health trends are provided through the AmericanCollege Health Association and the Health Services Association of the CaliforniaCommunity Colleges (HSACCC).Data gathered through a representative sample of California Community Collegestudents’ documents factors affecting individual academic performance that canbe positively influenced through student health services (see HSACCC data).How do you market your program’s offerings and/or services?Orientation, assessment testing, webpage, class presentations, brochure racks,bulletin boards, distribution list emails (dorm students), News 2 Muse, collegecalendar off college homepage.What are your ideas for improving or expanding your marketing efforts?Direct emails through Datatel, enhance electronic communication – wikis,podcasts.Describe the sustainability of your program?The Student Health and Wellness Services program is sustainable at the currentlevel of service within the current level of allocated funding. Translated – we haveonly one-provider-per service. Expansions beyond the current level would bethe first consideration for elimination should there be a reduction in health feeincome/allocation.What other elements that are not previously identified in this study do you need toconsider for program improvement?Physical space- 141 -

Student Learning OutcomesSLOs have not been clearly developed for this area. There is survey data regardingStudent Satisfaction in the Research Office, unavailable for presentation at this time.Service Learning OutcomePhysical and psychological health is associated with academic development,leadership qualities, overall satisfaction and most importantly academicachievement. Health reasons are cited as one of the major factors in drop outstatistic rates. The Student Health and Wellness Services office stays focused onmaintaining maximum health and wellness services with the understanding andrecognition that there is an ever increasing number of students who exhibitcomplaints of chronic mental health challenges that in many cases are preexistingconditions.Assessment: Student Health and Wellness Services faculty and staff will promoteStudent Health and Wellness Services utilizing the venues of classrooms,residence halls, and other student group presentations, with the purpose ofincreasing student awareness of Student Health and Wellness Services as aresource that assists with student success and retention.Program SummaryThe structure and function of the Shasta College Student Health and Wellness Servicesmirror the recommendations of the Health Services Association of the CaliforniaCommunity Colleges (HSACCC). To that extent, our program could be called a modelprogram.A remarkable array of services is available in a fairly limited physical setting. Theseservices increase the probability of students being able to continue if not complete theirstudies. There is a complex relationship between student health and student education,as they both may be seen as facets of any given person. Students who are at riskeducationally are at risk in terms of health. Students whose health is at risk are also atrisk educationally. And economic vulnerability has impact on health and education both,obviously. Our services are increasingly important as a greater percentage of citizensslip into the ranks of the uninsured. Our health center is affordable for students, and it isoften the students’ only medical home.- 142 -

Goals, Recommendations, Priorities, PlansBased on your critical evaluation of the items studied in Parts III and IV, please providerecommendations for the development, modification, and/or improvement of yourprogram.Transfer athletic accident insurance process to athletics divisionAfter transfer of athletic accident insurance process to athletics division,explore/plan additional health awareness/wellness activitiesDevelop better understanding of income through collection of student health feeDevelop better understanding of additional sources of potential funding –Medi-Cal Administrative ActivitiesParticipate in the National College Health Assessment as part of the HSACCCconsortium of participating California Community CollegesWhen possible, expand 1.) support staff, 2.) non-instructional faculty,3.) contracted physician servicesAfter addition of both support staff and faculty, expand main-campus office hours.Expand services to extended campuses starting with day-hours on TehamaCampusExpand current physical space on main campusIdentify the goals that were identified in the last program review and describe whetherthey were attained or not. If not, why not?There has been no prior program review.- 143 -

APPENDIX CStudent Health and Wellness ServicesAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets Program or DivisionItem(s) RequestedTotal AmountDescription of Activity/PlanObjective/GoalExpand Student Health and WellnessServices activities and services withinthe current support staffing parametersProvides support servicesfor additional studentservices and activitiesMove management of athletic accidentreport/insurance claim process (15hours/month) from Student Health andWellness Services support staff to Athletics.Allows additional 4 hours/week for StudentHealth and Wellness Services support staff tosupport activities (additional physician clinicand health and wellness events).Current processis reducingsupport toStudent Healthand WellnessServices by15 hours/month(at Range 28)Determine the most significant healthpriorities and trends of the ShastaCollege student bodyIdentifies the most commonhealth and behavior risksaffecting students’ academicperformance, providesrationales for monetaryallocations and staffingresources based on definedneeds; health fee supported.Participation in the 2010-2011 National CollegeHealth Assessment (see below). With astudent population of 11,633 (Chancellor’sOffice data); sample size of 800 required. Thisassessment tool is well validated and has beenused within our state HSACCC (as well asnationally) to identify an individual college’shealth priorities and trends.$2,000 – Basedupon currentmembership inACHA(see table below)Increase contracted physician servicesby 20-4/hour days (10 days persemester, total of 80 hours/year)Increases medical servicesto students; health feesupported.Add 80 hours to the current physician’scontract. If current physician unable to meetthis request, initiate search for additionalcontracted physician.Health feesupported;contractphysician:$100/hour x 80hours-$8,000- 144 -

APPENDIX CStudent Health and Wellness ServicesAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets Program or DivisionItem(s) RequestedTotal AmountDescription of Activity/PlanObjective/GoalExplore funding strategies in addition tothe Student Health FeeProvides fiscal support foradditional student serviceson main and extendedcampuses.1. Engage LDP, Inc. to explore feasibility andfiscal benefit of Medi-Cal AdministrativeActivities (MAA) and LEA Medi-Cal Activities toStudent Health and Wellness Services.2. Explore charging fees for certain services.None, unlessMedi-Cal is billed(8% for MAA)Initiate Memorandum of Understandingswith universities having MSW program –offer Student Health and WellnessServices as a clinical site for counselinghours.Expands psychologicalcounseling services tostudents.Memorandums of Understanding with identifieduniversity(s)NoneRegistered Nurse coverage duringphysician clinics and when CollegeNurse is off campus/at meetings orconference for extended periods.Expands hours of StudentHealth and WellnessServices availability tostudents; health fee support.Part-time Registered Nurse, 12 hours/week(dependent on MD contract) x 36 weeks, andas needed to cover College Nurse extendedabsenceRN @ $40.41/hr.x 12 hours x 36wks. = $17,457Expand main campus service hours toinclude lunch hour and early evening.Expands hours of StudentHealth and WellnessServices availability tostudents; health feesupported.Part-time Student Health and WellnessServices Technician, 28 hours/week (no Fridayevenings) x 36 weeksPart-time Registered Nurse, 28 hours/week (noFriday evenings) x 36 weeks.HWT @$15/hr.=$15,120RN @$40.41/hr.=$40,733- 145 -

APPENDIX CStudent Health and Wellness ServicesAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets Program or DivisionItem(s) RequestedTotal AmountDescription of Activity/PlanObjective/GoalExplore offering services on TehamaCampusProvide holistic mental andphysical health servicesupport to students onExtended Educationcampuses, starting withextended campus withhighest enrollment;health fee supported.Two (2) half-days a week (8 hours/wk. x 36weeks – 288/hrs./year): Requires office spaceon the campus, support staff, anddetermination of professional services:Registered Nurse and/or Licensed ClinicalSocial Worker or Masters’ in Social Workintern.Shasta College 2010 NCHA Survey: Projected CostsDesired Sample Size: n=800 (with approx. 90% response rate)ALL COSTS BASED UPON CURRENT MEMBERSHIP IN ACHABase Price Quantity Total CostParticipation Fee $ .40 850 $ 340.00(5) Additional Questions $ 700.00 1 $ 700.00Processing Fee $ .50 800 $ 400.00Reports Package $ 300.00 1 $ 300.00Incentives $ –Total $ 1,740.00RN @ $40.41/hr.= $11,548LCSW @$40.41/hr. =$15,548Support @$15/hr = $4,320MSW Intern(no cost)- 146 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010Student Residential HousingSpring 2010

Student Services Program ReviewStudent Residential HousingReporting Dean: Brian Spillane, Ph.D.Program Definition/DescriptionGeneral Program InformationThe purpose of the Student Residential Housing program is to provide a safe and secureacademic environment for students who choose to reside on campus. Services includesecuring housing rental applications from students, maintaining financial records onstudent payments, safety checks, supervision of RA’s, maintain log on resident activitiesand areas of concern; maintain equipment and furnishing; and record, report andmanage Residence Halls violations and infractions.Strengths and Accomplishments of the Student Residential Housing Program:1. The Residence Halls have maintained strong occupancy rates for the past threeyears in a row.2. Provided new furnishing for all of the resident’s rooms and in the commons area.3. Restroom and shower facilities are all ADA compliant.4. Revised the student’s contract from a semester basis to an annual basis.5. Residence Halls have full internet access – WIFI.6. Kitchen area is refurbished and updated with new equipment.7. Established a food pantry program for residents with sponsorship from ShastaFood Group.8. New signage throughout the Residence Halls.9. All room numbers are ADA compliant.10. Provided workshop activities for residents from Student Health and WellnessServices, Shasta Community Health and Redding Police Department.11. Updated all brochures and publications related to student housing12. Expanded off-campus housing listings.Residential occupancy rates for the past three years:Academic Year Fall Percentage Spring Percentage2006-2007 97.7% 78.7%2007-2008 100% (first semester after renovation) 94.5%2008-2009 100% 97.0%2009-2010 96.0% 100% (projected)- 149 -

Program Mission/PurposeTo provide an interactive residential living environment that is affordable, comfortable,clean and safe. Creating a communal living atmosphere that is conducive to learningboth academically and socially.Program SLOs/SAOsInitial SAOs have been identified, but not yet measured. They are described at length inpart IV of this self study.Program Service Area Quality1. StaffingProgram AnalysisName Title FTE LocationStevan Cross Residence Halls Coordinator 1.00 Redding CampusBetty Flaherty Head Resident 1.00 Redding CampusShannon Forbes Head Resident .50 Redding CampusJeff Sullivan Head Resident .50 Redding CampusStudents Residential Advisors TBD Redding CampusPhysical Plant Staff Custodians As Assigned Redding CampusThe Residence Halls constitutes a unique operation, in that they are staffed 24hours per day, 7 days per week. Residence Halls are staffed with 1 full time 40hour Head Resident and 2 part time 16 hour Head Residents accounting for 72hours, along with 8 -10 Resident Advisors that each work 8 – 16 hours per weektotaling 96 hours. This makes up 168 hours in the week.There is a concern with students working in Residence Halls due to the nature ofthe work. There is stress and pressure for students who try to police their peers.Resident Advisors are on duty by themselves for 56 of the 96 hours they workduring the 168 hours in the week.Three staffing options are listed below in an effort to minimize the amount of timethat student employees would be working alone.1. Reactivate an abandoned Range 10 position, Dorm Desk Clerk, andadvertise two 19.5 hour positions @ $9.71 per hour.2. Advertise two 19.5 hour Range 14 Student Services Clerk positions@ $10.72 per hour.3. Advertise two 19.5 hour Range 23 part time Head Resident positions@ $13.39 per hour.- 150 -

By authorizing one of these three 39 hour proposals, it will allow us to fill the gapsin coverage by classified staff employees in the Residence Halls. In addition to the39 hours of coverage by new staff employees, we would utilize all of the 19.5 hoursalready authorized for the current two part time Head Resident Positions bringingthe total gap coverage to 46 hours leaving 50 hours of student employment, ofwhich, 40 hours would be supervised, leaving just 10 hours of exposure.Lastly, a staffing consideration should be given regarding the “Coordinator ofStudent Housing” position. At most other community colleges this position is listedas a confidential/supervisor position versus a classified position. The Coordinatortruly directs the work of the Head Residents and Resident Advisors, manages theresources and budget, and proposes management decisions/recommendationseffecting revenue generation and good order and discipline in the daily operations.2. Materials and EquipmentThe Residence Halls have a serious security deficiency. The exterior doors of thedormitories have antiquated access control devices that break down often. Theresident rooms have 40 year old lock sets that are not changed or rotated whenoccupants move out. Some options to improve this deficiency have been offered inthe past, but funding continues to be an obstacle.3. Faculty Availability for General College ServiceN/A4. Service/Tutoring Centers/LabsThe Residence Halls maintain a small computer lab with three student stations.The computers are older, outdated models and need to be upgraded. The lab isavailable to students 7 days per week, and the computers are in use most of thetime. Availability is not a question, but more modern computers would better meetthe needs of the students. Information Technology is aware of the need and isworking to rotate in more efficient models in the next year.5. Opportunities for Professional DevelopmentTwo of the three Head Residents have vast experience in the work force and havenot expressed an interest in more professional development. One of those two isthe 40 hour employee and it would be difficult, as that position works Monday –Friday 10:00pm to 6:00am. The third Head Resident has a bachelors’ degree andworks full time at another job.6. Employee SatisfactionThe three Head Residents have indicated that they enjoy job satisfaction and theirrole in the team. The Resident Advisors experience much frustration and stress intheir role trying to direct the behavior of 120+ residents their own age, but haveindicated they feel they are an important part of the team.- 151 -

7. Internal Relations, Integration and CollaborationThe Residence Halls Coordinator interacts with the Financial Aid Office and theBusiness Office to maintain the financial aspects of the operation and with thePhysical Plant Department to maintain the facilities.8. Survey other CCs for Common PracticesThe eight California community colleges with student housing operate basically thesame way. One of the eight did a survey recently and aside from rental fees,whether a food program was an option or not, and surveillance equipment, mostwere in line with each other with regard to contracts, rules and policies. Staffingwas different based on the position of the Housing Director/Coordinator.External Relations1. FacilitiesWe do not use any other facilities, but some summer groups use ours. Thesegroups are both District affiliated and non-District groups.2. Contact with K-12 SchoolsTRiO Upward Bound is one of our summer groups, The Migrant EducationLeadership Academy is another summer group and these groups are ages 13through 18. When the District hosts 8 th Grade Day they normally have exposureto the dorms.3. Contact with Community Colleges, and Four-Year Universities and CollegesNothing on a regular basis.4. Articulation with High Schools, Universities and CollegesThe Student Residential Housing program normally attracts clientele based on theneeds of both local and out of the area students needing housing. We have arobust web site that does a good job of advertising.Resource Efficiency1. SupportThe Student Residential Housing program enjoys a productive referral programfrom other departments such as the Dean of Students Office, Admissions andRecords, the Financial Aid Office and the Business Office.One area that needs to improve regarding other supporting departments is thecustodial services. The Residence Halls only receive 8 hours of custodian serviceeach day Monday – Friday provided by two custodians at four hours each. Thisshortfall in staffing could impact the health and hygiene of the residents andpossible loss of revenue at the Residence Halls.- 152 -

The Residence Halls are unlike any other facility on campus; we have 120residents here 24 hours per day, 7 days a week. During the week the kitchengarbage can sit for up to 20 hours. On the weekends it can be longer. Keepingsurfaces clean in the kitchen and restrooms are also a challenge. Thestudents/residents pay a dormitory fee and for that fee, they have a certainexpectation of cleanliness in the common areas which consists of the restrooms,hallways, and study lounges in each dormitory and the common’s building. Effortshave been made in the past during the budget preparation phase and out of cycleto add more custodial time, but these efforts have been unsuccessful.If we do not add these positions what do we do? What is the health andhygiene impact? How much revenue do we risk losing based on unsatisfiedstudents/residents that do not return to Residence Halls due to the health andhygiene issues? Are we at risk of losing those FTEs all together? What futurerevenue do we risk if the reputation of Residence Halls becomes disenchanting forprospective residents?It is recommended that each of the current custodian’s hours at ResidenceHalls be increased to at least 6 hours per custodian on weekdays. This wouldgive 20 more hours (2 hours per day x 2 custodians x 5 days) per week formore cleaning.Of course if their time is increased at the Residence Halls then their time must bedecreased elsewhere. So a part time weekday position would need to be hired toaccount for the extra 20 hours that the custodians would be at the Residence Halls.Add a part time custodian for weekends.Assign a part-time custodian 8 hours each day on Saturday and Sunday. Assignthe custodian to a 10 month contract, making spring and winter breaks part of theircontract. This would not only eliminate the health and hygiene issues on theweekend, but it would also free up more focused cleaning time for the weekdaycustodians, since they won’t have so much catch up work on Mondays.Current policies will actually limit the augmentation calculation request to 19.5hours per week versus 20 hours for the weekday position.WeekendCustodianWeekday Custodian toOffset Increased HoursHourlyRateHrs. PerWeekAnnualHours SalaryHourlyRateHrs. PerWeekAnnualHours Salary$13.14 16 704 $ 9,250.56 $13.14 19.5 858 $11,274.12Taxes 0.062 $ 573.53 Taxes 0.062 $ 699.00Medicare 0.0145 $ 134.13 Medicare 0.0145 $ 163.47SUI 0.0005 $ 4.63 SUI 0.0005 $ 5.64Workers0.0253 $ 234.04 Workers0.0253 $ 285.24Comp.Comp.$10,196.89 $12,427.46- 153 -

2. Use of TechnologyThe Residence Halls are in need of surveillance equipment to assist with safetyand security. Efforts have been made in the past during the budget preparationphase and out of cycle to acquire the needed equipment, but these efforts havebeen unsuccessful.3. Comparison with Other InstitutionsOf the other seven community colleges with dormitories, some have surveillanceequipment and some do not. Some have better access control devices to securethe facilities and some don’t. Some have more staffing than ours and some do not.However, is not it really about what is the best that we as a District can providerather than comparing ourselves to others? We should think of ourselves as theleader in the industry rather than the follower.4. Facility Use/AvailabilitySeveral students would like to remain in the dorms over the summer break.However, past studies have shown that it would cost more to provide adequatestaffing 24-7 than the revenue that would be generated.Each of the two dorms needs to have the four restrooms renovated in each dorm.This amounts to eight restrooms total between the two dorms.5. Faculty and Classified StaffingThe Residence Halls house 63 female and 63 male occupants. We operate 24-7,we have only one staff member on duty at a time for 128 hours out of the 168hours in the week.6. EquipmentIf a piece of equipment breaks, we obtain quotes for a replacement. A requisitionorder is submitted along with rationale regarding the recommendation. The requestthen flows through the office of the Vice President of Student Services and apurchase order is generated.The process could be improved and decisions expedited if a Dean were givenapproval authority to approve purchases up to and including $1,000.00.7. Budget Information, Requests, Action PlansThe Student Residential Housing “personnel” budget is inadequate to coverprogram needs (see Item 3.1.1-Staffing).Once the budget is set it, normally flows well. Budget augmentations are normallyonly needed when a large piece of equipment breaks down such as the heatingventilation and air conditioning system. Budget transfers are needed from time totime to adequately cover smaller needs.- 154 -

Budget planning is normally achieved through a year over year review and lookingat the 5-year plan.The Student Residential Housing program is given a standard budget each yearbased on last year’s actual spending. It has been suggested that the StudentResidential Housing program should be allowed to participate in revenue sharing,i.e. be allowed to keep a certain percentage of profits to be used for making facilityand program improvements. Unfortunately all revenue generated is put into thegeneral fund. For FY 2008 – 2009 the Student Residential Housing program madea profit of $65,500 after making a $37,900 dorm remodel loan payment.8. Reach of ServicesThe Residence Halls house students from many foreign countries, other states andlocal students. Although the number of occupant rooms is about right, there isusually a shortage of 5-10 male spaces each semester and a couple of femalespaces often go unoccupied. The cost of creating more rooms outweighs thedemand.One adjustment that should be considered is the wait list process. Currently it isbased on first come first served. It is suggested that local students within a 15 miledrive of Shasta College not be placed on the wait list until June 1 each year. Thiswould allow students that have to relocate from other countries or other states theopportunity to gain on campus housing versus attempting to find off campushousing from a long distance away, should there not be space available in theResidence Halls. It would be far easier for a local student to remain where theycurrently are living, or they can look for other housing much easier since they arealready in the local area.Student Success1. DataCurrently the District does not use the “Residence Life” side of Datatel. There maybe a fee involved with using this application and it may not be cost productivebased on the number of users that would need to access the data.2. AccessResidence Halls occupancy is based on a first come, first served basis; based onwhen the $200 security deposit and reservation form are submitted and on theavailability of space. As mentioned earlier in this review, there is a concern with thecurrent wait list procedure wherein students from out of the area have greatdifficulty searching for off campus housing from a long distance. This situationcould be improved with a revised wait list process regarding local area students.- 155 -

3. ProgressOnce a student becomes a resident of the Residence Halls they are welcomedback as long as they meet four quality control factors; maintenance of 12 activeunits, attainment of a 2.0 GPA, payment of fees on time and acceptable behaviorconducive to the living environment.4. SuccessStudent success while living in the Residence Halls is based on each student’slevel of self discipline, including class attendance on a regular basis, willingness todo their homework and the commitment to put in the appropriate amount of studybased on having no one to watch over them.5. Student SatisfactionNo study has been done on student satisfaction. However, an indicator of studentsatisfaction is the number of returning students as residents each academic year,normally about a 50% return rate. Of the 50% not returning, one would have to lookat how many graduated, how many transferred, how many decided not to continuewith their education in our District, or how many decided not to continue with theireducation altogether. Verbal feedback is that students/residents are generally verysatisfied with their Residence Hall experience.General PlanningThe Student Residential Housing program follows the guidelines of the District’sstrategic plan and meets the goals and plans of Shasta College. The Student ResidentialHousing program is marketed on the District website and uses pamphlets in studentpackets and in other campus offices. These marketing techniques have proven to bevery successful based on the last three years of occupancy rates. The Residence Hallsare a sustainable operation based on the last three years of profit and loss statements:Dorms Total Income Total Expenses Net Gain2006-2007 $333,437 $300,084 $33,3532007-2008 $363,394 $307,846 $55,5482008-2009 $416,072 $350,555 $65,517Note: In 2008-2009 the dorms began making remodelloan payments of $37,905; net gain of $65,517 is afterthe loan payment.The recent approval on February 24, 2010 of a one dollar per day increase in dorm feeswill also result in almost an additional $30,000 income per year.- 156 -

Student Learning OutcomesSummary:The Student Residential Housing program goal is to provide a safe and secure academicenvironment for students who choose to reside on campus. Services include securinghousing rental applications from students, maintaining financial records on studentpayments, safety checks, supervision of RA’s, maintain log on resident activities andareas of concern; maintain equipment and furnishing; and record, report and manageResidence Halls violations and infractions.Service Area Outcomes1. The Residence Halls Coordinator will organize a small focus group of residentstudents to better understand the needs, services and concerns regarding life inthe Residence Halls.Assessment:The Residence Halls Coordinator will organize a small focus group of residentsthrough the Dorm Club to learn more about how to meet the needs of housingresidents and to assist them in accomplishing both their academic and socialgoals.Evaluation:The Student Residential Housing program will maintain a database of studentswho participated in the focus group, along with their academic and social goals,and track their success rate for the duration of time they are in the ResidenceHalls.2. Exit interviews will be held with students in their last semester, before leaving theResidence Halls, to improve any necessary services of the Student ResidentialHousing program.Assessment:The Residence Halls Coordinator will meet with all of the students who are intheir last semester to gather suggestions and comments about services providedto them through the Student Residential Housing program.Evaluation:Record the suggestions and comments from the students, and make a plan forthe follow-up on significant new ideas and feedback shared. Review the list eachsemester, and denote what action was taken on each item.- 157 -

3. The Student Residential Housing staff and the Coordinator will set up meetingsto review, update and expand the Student Residential Housing plan to makenecessary improvements and enhancements to its effectiveness and services.Assessment:The Residence Halls Coordinator will set up meetings with the staff to review theStudent Residential Housing plan and to elicit suggestions and comments indeveloping new program strategies and services.Evaluation:The Dean of Students, Residence Halls Coordinator and staff will evaluate anychanges made in the new plan and determine modifications which can be madefor the next revision.Student Learning OutcomesResidence Halls students will participate in either the Dorm Club or in at least onecampus or community event in the first year.Assessment:The Student Residential Housing office will make available to their students informationregarding various clubs and activities both on and off campus. The office will recordattendance at these activities. The office will also conduct a survey of all ResidenceHalls students to see if they attending college and community events.Evaluation:The surveys of resident students as well as records of attendance at events andactivities will be compiled and notice taken of any students who have not beenparticipating. Staff will follow-up with these students to see if they would like to be moreinvolved, and see what the office can do to assist them.Program SummaryThe Student Residential Housing program provides a low cost opportunity for students toreside in the Redding area and close to their classes. The Residence Halls alsogenerate a sense of community for students who otherwise would possibly be at agreater risk for anomie and isolation, as many of the residents hail from outside ofRedding. While the complexity of running and maintaining a residential program issubstantial, the benefits for students are exponential in the learning that occurs in aresidential setting and, by virtue of the mix of students, exposure to alternative points ofview.- 158 -

From the business model perspective, the Student Residential Housing program is wellfunctioningand helps defray the operating expenses of the college. From an educationalperspective, the Residence Halls offer a complex and unique learning environment thatallows students to access education that otherwise would be out of reach for some.Goals, Recommendations, Priorities, PlansThe following recommendations are made based on the critical evaluation of the needsto improve the Student Residential Housing program, the safety and security of theresidents, and their quality of life.These recommended improvements can be funded by the Student Residential Housingprogram as long as the District allows Residence Halls to utilize profits generated bytheir program. The improvements would be self funded and self sustaining.2010 – 2011 Hire two range 23 Head Resident positions @ $13.39 per hour. Annualcost $12,800. Replace antiquated access control devices on exterior androom doors, one time cost $35,000. Total cost for this year; $47,800.2011 – 2012 Increase the weekday custodian coverage and add weekend coverage.Annual cost $22,700. Total cost for this year plus adding personnel fromthe previous year; $35,500.2012 – 2013 Add a web based surveillance system; one time cost $25,000. Total costfor this year plus adding personnel from the two previous years; $60,500.2013 – 2014 Renovate all four restrooms in the women’s dorm; one time cost $20,000.Total cost for this year plus adding personnel from the previous years;$55,500.2014 – 2015 Renovate all four restrooms in the men’s dorm; one time cost $20,000.Total cost for this year plus adding personnel from the previous years;$55,500.Additional Goals and Objectives:1. Maintain full occupancy of both males and females in the Residence Hallsthroughout the academic school year.2. Provide a specialized orientation for new students in the fall semester.3. Increase the number of workshops and presentations for residents that relate tosocial, health and personal well-being issues.4. Promote and increase the Residence Halls facilities for summer conferencing.5. Review and expand on the training and supervision of Resident Advisors (RA’s)6. Review and update the website and publications regarding residential housing.7. Develop contacts with off-campus housing facilities and apartments.8. Review and update the security system for the Residence Halls including doorlock system and surveillance equipment.There has been no prior program review in this area.- 159 -

APPENDIX CStudent Residential HousingAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotalDescription of Activity/Planor DivisionAmountObjective/GoalAdd two part-time Head Resident positions @ 19.5 hours eachand increase the two current positions from 16 hours each to19.5 hours each. Both new positions need to be on a 10-monthcontract that includes the winter break as the current part-timepositions do.$ 6,800$ 8,500Provides adequateDistrict staffing tomeet safety andsecurity needs of thestudents andreduces bargainingunit conflict from 96hours per week to50 hours per weekof which only 10would beunsupervised.Option 1 – Reactivate an abandoned Range 10position, Dorm Desk Clerk, @ $9.71 per hour.Option 2 – Hire two Range 14 Student ServicesClerk positions @ $10.72 per hour.Option 3 – Hire two Range 23 Head Residentpositions @ $13.39 per hour.Note: Total cost is determined by using thedifference between student wages of $8.00 perhours and one of the options from above multipliedby 39 hours per week for 42 weeks, then add thatto the sum of increase the two existing positions by3.5 hours each (7 hours) times their wage of$13.39 per hour multiplied by 42 weeks.$12,800Replace antiquated access control devises on both dorms.Replace all of the original 40-year old resident room door locksets in both dorms.Improves studentsafety and securityand provides ADAcompliance.12 exterior door access control devices (6 doorsper dorm), 64 resident room access controldevices, door lock sets, and lever handles.$35,000Increase custodian coverage during the week and add custodiancoverage to the weekend.Health and safetyissue for thestudentsOption 1 – Add a 10-month part-time 19.5 hourscustodian position during the week so that eachdorm custodian may be increased 2 hours eachMonday-Friday.Option 2 – Add a 10-month part-time 16.5 hourcustodian position for weekends.$12,500$10,200- 160 -

APPENDIX CStudent Residential HousingAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotalDescription of Activity/Planor DivisionAmountObjective/GoalAdd a web-based surveillance system.Improves studentsafety and security16 surveillance cameras and a web-basedmonitoring system.$25,000Renovate dorm restrooms as an in-house project using PhysicalPlant personnel. Most of the restroom showers have periodicleaks causing damage to the sub structures.Improves studentquality of life andsaves ininfrastructureRenovate all four restrooms in women’s dormRenovate all four restrooms in men’s dorm$20,000$20,000- 161 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010Student Senate, Clubs,and OrganizationsSpring 2010

Student Services Program ReviewStudent Senate, Clubs, and OrganizationsReporting Dean: Brian Spillane, Ph.D.Program Definition/DescriptionGeneral Program InformationThe Dean of Students Office provides the support, encouragement and guidance tostudents who wish to organize and assemble. The goal is to foster personal growth,expand intellectual development and demonstrate ethical accountability, while promotingindividual and civic responsibility. This is done by offering opportunities to students whowish to participate in campus activities and student run organizations that includeStudent Senate, Campus Clubs, the Honors Society, the Cultural Diversity Programsand in special events such as Disability Awareness Day, Cinco de Mayo, Huck Finn Dayand The Annual Christmas Giving Tree event.Strengths and Accomplishments of Student Senate and Clubs include the following:1. Shasta College Associated Student Body is now officially the Shasta CollegeStudent Senate.2. The Student Senate has successfully filled all its positions for executive officersand representatives for the past three years.3. Initiated the one dollar student representation fee.4. Increased the number of clubs on campus.5. Recognized Phi Theta Kappa as a campus organization.6. Promoted and increased the sales of student ID cards.7. Has developed several scholarships, including scholarships for internationalstudents participating in Student Senate.8. Student Senate members hold and have held various elected positions within theStatewide Senate.9. Currently making progress on a revision of the campus smoking policy and onimproved access to public transportation (RABA).10. The Student Senate and the Veterans Club played major roles in theestablishment of a Veterans Grove on campus.Program Mission/PurposeThe mission of the Student Senate is to provide all students the opportunity to participatein student government, clubs, and campus organizations that will enhance the academicand social enrichment of the student body and the campus community as a whole.Program SLOs/SAOsAs stated in Part IV, one SLO was previously developed and is under reconsideration.No data was collected.- 164 -

Program Service Area Quality1. StaffingProgram AnalysisName Title FTE LocationDr. Brian Spillane Dean of Students 1.00 Redding CampusSherry Nicholas Administrative Secretary I 1.00 Redding Campus(Position Vacant) Student Services Assistant .50 Redding CampusStudent Organizations have now become active year-round for a variety of reasonsincluding year-round student ID card sales, fundraising activities, and the increasedenrollment in summer sessions. The students and faculty serving in the studentorganizations are not currently having their needs met because the StudentServices Assistant, assigned to Student Organizations, is a 10-month employee.In order to serve these organizations that are active during the summer months, itis important to have a year-round staff person to process their use of facility, traveland financial forms.The Student Services Assistant position is currently vacant. It has been filled witha temporary 19.5 hour person. The Dean and the Administrative Secretary for thedepartment are working to have the permanent position filled as soon as possible.2. Materials and EquipmentStudent Organizations have unique software and equipment needs includingstudent ID card printers, software, and cameras. In addition, all of the twenty-eight(28) student organizations utilize the new website Content Management System(CMS) to promote and provide information for their particular organization.Student Organizations utilize the Marketing and Communications department’ssoftware programs and staff to advertise and promote their activities. All basicprogram material and equipment needs are currently being met.3. Faculty Availability for General College ServicePer District board policy, each of the twenty-eight (28) student organizations musthave a certificated faculty person assigned as an advisor to any organization. Theadvisor must attend all official meetings, events and activities, and sign all travel,use of facilities and financial documents. There is no release time offered forfaculty serving as a student organization advisor.4. Service/Tutoring Centers/LabsNot Applicable- 165 -

5. Opportunities for Professional DevelopmentFaculty are offered one-on-one as well as group training on how to become aneffective and dynamic student organization faculty advisor. This training is offeredin the fall term or as needed on an individual basis throughout the academic year.Staff and students are offered periodic student organization financial trainingoffered by the Fiscal Crisis and Management Assistance Team. It would bebeneficial to include faculty in this training in the future.6. Employee SatisfactionStaff is generally satisfied with the Student Activities program. Faculty, whileoverall satisfied, has expressed a need for clearer financial processes for studentorganizations. The Student Activities program has responded to this by includingfinancial forms on the student organization website for easy access, and updatingthe Student Organization Procedures Manual. Faculty may also benefit fromfinancial training offered by the Fiscal Crisis and Management Assistance Team.7. Internal Relations, Integration and CollaborationThe Student Organizations program works closely with the Marketing andCommunications department to promote their events and activities through flyers,press releases, web pages, and the campus wide email distribution list known asNews to Muse. Through this venue, other departments learn of upcoming eventsand activities.Student Senate works closely with administration to ensure that the sharedgovernance process is followed. Students are assigned to various campuscommittees and the Student Senate President also serves as the Student Trustee.8. Survey other CCs for Common PracticesThe Student Organizations staff subscribes to and actively participates in theCalifornia Community College Student Affairs Association (CCCSAA) email listservpertaining to student activities, student government and student organizations.The CCCSAA listserv provides an excellent forum for sharing information, postingquestions and surveying fellow colleagues. Best practices are learned andadopted through this venue, and important information is exchanged with otherCalifornia Community Colleges.External Relations1. FacilitiesNot Applicable2. Contact with K-12 SchoolsNot Applicable- 166 -

3. Contact with Community Colleges, and Four-Year Universities and CollegesNot Applicable4. Articulation with High Schools, Universities and CollegesNot ApplicableResource Efficiency1. SupportThe Student Organizations program requires daily support from the Marketing andCommunications department to promote their events and activities through flyers,press releases, web pages, and the campus wide email distribution list known asNews to Muse. The support is generally readily available, helpful and beneficial.The Student Organizations program requires daily support from the BusinessOffice for financial processing. The support is generally readily available, helpfuland beneficial.2. Use of TechnologyOffice computers and software, facsimile, copier and Student ID Card equipmentand software are used in the Student Organization Program It is sufficient to meetthe needs of the program.3. Comparison with Other InstitutionsThe Student Organization Program at Shasta College is comparable in terms ofsize and facilities to other community colleges.4. Facility Use/AvailabilityIndividual Student Organizations utilize many of the campus rooms throughout theyear. Student Organizations have an assigned meeting room (2068). In addition,many student organizations utilize the Student Center for meetings and events aswell as various classrooms across campus.5. Faculty and Classified StaffingOne or more faculty advisors must be on record with the Student Organizationprogram in order for the Student Organization to remain in active status. Currently,there are 28 Student Organizations with 20 in active status with current facultyadvisors.Faculty advisors vary by year, but over the past three years there have been 20-30serving per academic year. The faculty person must be present at all studentorganization events and meetings and sign and approve all expenditures, travel,events, and use of facilities.- 167 -

There is one classified staff member assigned to the Student Organizationprogram. The classified staff person is a Student Services Assistant, Range 24 onthe Classified Salary Schedule. The classified staff person spends approximately40 percent of her time on the Student Organization program.6. EquipmentThe Student Organization program does not have its own equipment. IndividualStudent Organizations purchase equipment through non-District funds and it ismaintained and repaired by the District.7. Budget Information, Requests, Action PlansIndividual Student Organizations are funded through non district funds, i.e.,fundraising activities, with the exception of salaries which are covered by the Officeof the Dean of Students. The Student Organizations program does not have abudget, and although it would be advantageous to the Student Organizationsprogram to have a district budget, it is not necessary to have a budget in order forindividual Student Organizations to exist.8. Reach of ServicesThe Student Organizations program makes an effort to broaden their services toinclude extended campuses and the tri-county region. Student Senate includes thethree distant campuses in their shared governance process by including thecampuses in their officer election process and having representative seats forthose campuses (Representative for Tehama Campus, Representative for TrinityCampus, and Representative for Intermountain Campus). In addition, StudentSenate has purchased mobile student ID card equipment and periodically goes tothe Tehama Campus and the Health Sciences and University Center to makestudent ID cards.The extended education campuses have not expressed a need to have a StudentOrganization program created at their campuses. A process is in place if one ofthe branch campuses would like to start an individual student organization of theirown.There is a need to have the production of ID student cards at the branchcampuses, especially the Tehama Campus. Currently, all students can pay fortheir Activity Fee online when registering for courses, but not all can takeadvantage of the free Student ID Card that the Activity Fee affords them. In orderfor this service to expand to these campuses, Student Senate would need toprovide the costly equipment. In addition, there would be a need for a facility tohouse the equipment and manpower to create the student IDs, collect the money,prepare receipts, and make deposits for a staff member assigned to oversee theprocess.- 168 -

Student Success1. DataCurrently, students participating in the Student Organization program are nottracked. In the future it would be beneficial to the program to begin using theDatatel’s (campus wide software) campus organization management system(CORM) to track Student Organization program students. There would be nodirect cost to the District, but tracking would require staff time to input the data.2. AccessCurrently, students participating in the Student Organization program are nottracked. It is unknown how many students are participating and what thedemographic breakdown is. In the future it would be beneficial to the program tobegin using the Datatel’s (campus wide software) campus organizationmanagement system (CORM) to track Student Organization program students.There would be no direct cost to the District, but would require staff time to inputthe data.The Student Organization program is easily accessible to all students. All studentorganizations are open to all registered students with only the Honor Society andthe Student Government having grade point average requirements.3. ProgressCurrently, students participating in the Student Organization program are nottracked, and therefore success rates and academic progress are unknown. In thefuture it would be beneficial to the program to begin using the Datatel’s (campuswide software) campus organization management system (CORM) to track StudentOrganization program students. There would be no direct cost to the District, buttracking would require staff time to input the data.4. SuccessCurrently, students participating in the Student Organization program are nottracked, and therefore success rates and academic progress are unknown. In thefuture it would be beneficial to the program to begin using the Datatel’s (campuswide software) campus organization management system (CORM) to track StudentOrganization program students. There would be no direct cost to the District, buttracking would require staff time to input the data.5. Student SatisfactionInformation unavailable at this time- 169 -

General PlanningStudent success and student retention is the primary goal of the California CommunityColleges System Office (CCCSO) Strategic Plan. Students who participate in studentorganizations and clubs develop valuable social and leaderships skills enhancing theirsuccess in their academic courses and helping to ensure their continued enrollment untiltheir educational goal is met.Shasta College’s Strategic Plan has five themed goals including 1) communityconnection, and 2) student learning and growth:Community ConnectionStudent Organizations have a direct connection with the community. Throughcommunity service, campus events, and fundraisers, Student Organizations build aconnection with the community that fosters awareness, excitement andappreciation of Shasta College.Student Learning and GrowthStudent Organizations provide students with personal, social and communityservice opportunities, enhancing the overall collegiate experience. Studentorganizations provide lifelong leadership skills, and students learn how to work aspart of a team toward a common goal. Students learn valuable character traitssuch as pride, productivity and organization.Areas of Concern/Needs:The Student Senate, clubs and campus organizations continue to grow and attemptinnovative ideas to increase involvement in our college and the community. StudentSenate is faced with limited resources and generates minimal income each year. As ameans to increase revenues the Student Senate initiated a one dollar studentrepresentation fee that will ensure a steady revenue stream to support studentrepresentation at the local and state level. However, implementing the one dollarrepresentation fee is still problematic for the District.Outcome:There is evidence of a significant increase in the number of new and returning studentsinterested in becoming actively involved in Student Senate and other studentorganizations. This interest is due, in part, to promoting the student organizationsthrough flyers, posters and announcements at various student events. Training sessionsare held each semester for campus clubs and we continue to improve upon and updatebi-annually the club application packets and procedures. This success has been due, inpart, to the “open door” support that the Dean of Students office provides to all studentswith questions, comments, and inquiries about campus student organizations.- 170 -

Student Learning OutcomesA Student Learning Outcome for this program was established over a year ago. It followsbelow, and is under reconsideration. It could be that the program could be better servedby a different SLO however, no assessment has taken place.Student Learning OutcomeAs a result of participating in Student Senate, clubs and/or the honor society, studentswill increase their involvement in the District shared governance and college committees.Assessment:The Dean of Students Office will make students aware through fliers andannouncements of community and campus events, as well as special activitiessuch as Disability Awareness Day, Huck Finn Day, and Welcome Day. The Deanof Students Office will do a survey of students to see if they are participating incollege and community events. The objective is to insure that students are gettingacquainted and are comfortable with the campus and community.Evaluation:The survey of the students as well as records of attendance at campus andcommunity events will be compiled and notice taken of any student who has notbeen participating. Staff will check with those students not participating to inquire ifthey are facing obstacles and if they would like to be more involved, and also seewhat can be done to assist them.Program SummaryStudent clubs and organizations make up a vital part of the student learning experienceand provide connections to students, building a sense of community.While clubs and organizations would seem to be largely student driven, they alsodepend on the participation and support of faculty, staff and administration. The extent towhich members of all these groups have stepped forward to support students in thisalternative learning format is remarkable. This program is a low cost growth area thatsupports our overarching sense of community and contributes to the vitality of a positivelearning environment.- 171 -

Goals, Recommendations, Priorities, PlansThe objectives and goals for the Student Organizations include the following:1. Increase knowledge base for Student Organization faculty, staff and studentleaders, especially in the area of financial matters2. Increase student participation in the decision-making process of the District.3. Implement the use of the Campus Organization and Relationship Synchronizing(CORE) and the Campus Organization Modules in the campus-wide softwaresystem, Datatel Colleague.4. Broaden and enhance the collegiate experience by encouraging studentparticipation in student government and co-curricular activities through the eventscalendar, presentations, orientations, promotions and publicity.5. Prepare students for leadership roles and community service by providingleadership development through weekly meeting with student leaders, trainingthrough State Wide Student Leadership Program and retreats.6. Increase the number of clubs/organizations offering college-wide activities andprograms designed to integrate the academic and social environments.7. Explore and implement methods of disseminating information regarding the needfor co-curricular program and services.8. Improve and increase the access to technology through college’s website,calendar of events, FAQ’s and links to club home pages9. Provide training to student leaders on how to conduct meetings using theRoberts Rules of Order system.There was no previous program review for this area.- 172 -

APPENDIX CStudent Senate, Clubs, and OrganizationsAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotalDescription of Activity/Planor DivisionAmountObjective/GoalIncrease knowledge base for Student Organization faculty,staff and student leaders, especially in the area of financialmatters.New goal toeducate staff,faculty andstudents aboutfiscal procedures.Student Organization staff, faculty advisor andstudent officers to attend student organizationfinancial training.$500Increase student participation in the institutional decisionmaking process of the District.New goal toincrease studentparticipationand input.Disseminate information on sharedgovernance activities and enlist faculty in therecruitment of students to participate.No CostUse technological resources to better track students andcommunicate with them.New goal to trackand communicatewith studentorganizationparticipants.Access to appropriate Datatel screens such asCORM (Campus Organization Membership)and COMT (Campus Organizations)No CostAdequately staff the division office for the benefit ofStudent Organizations.New goal to serveand supportstudentorganizations.Move the Student Services Assistant (staffperson assigned to the Student Organizationsprogram) from a 10-month position to a 12-month position, 40 hours per week.Approx.$28,700- 173 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010Disabled StudentsPrograms and Services(DSPS)Spring 2010

Student Services Program ReviewDisabled Students Programs and Services (DSPS)Reporting Director: Sandra Hamilton-SlaneGeneral Program InformationProgram Definition/Description – DSPSDisabled Students Programs and Services (DSPS0) offer support services andinstruction to students with disabilities. The DSPS program is intended to provideadditional, specialized support which allows students with disabilities to more fullyaccess and benefit from the general offerings and services of the college. Theseservices are directly related to the educational limitations of the verified disabilities of thestudent to be served. The primary areas within Shasta College’s DSPS program includeCounseling, Learning Services Office, Assistive Technology Lab, and AdaptiveEducation Courses. Table 1 reflects the number of students served, by primarydisability, from 2006-2009.Table 1: Students by Primary Disability*Disability Categories 2006-2007 2007-2008 2008-2009 % Change2006-09Learning Disabled 135 170 176 30Acquired Brain Injury 27 32 39 44Mobility Impaired 11 12 29 164Hearing Impaired 25 27 36 44Speech/Language Impaired 0 3 1 NAPsychological Disability 126 197 240 90Developmentally Delayed Learner 196 229 189 96Visually Impaired 9 16 15 67Other Disability 163 243 220 35TOTALS 692 929 945 37*Secondary disability information omitted from this tableProgram Mission/PurposeThe mission of Disabled Students Programs and Services (DSPS) is to support studentsin acquiring equal access to Shasta College programs and facilities, to provide servicesand instruction for students in reaching their optimal level of achievement whiledeveloping lifelong skills, and to serve as a specialized resource for students, faculty,staff, and the community. (Adopted July 2008)- 176 -

Responsibilities:There are six primary responsibilities:1. Support for the District’s academic mission and the Board of Trustee’s policypertaining to students with disabilities and diversity2. Evaluation of student’s documentation of disability and determination ofappropriate accommodations and academic adjustments (Shasta CollegeAdministrative Policy 4500 – Accommodations for Students with Disabilities)3. Facilitate the implementation of accommodations and academic adjustments4. Provision of specialized instruction and disability-related counseling designed tomeet the unique educational needs of students with disabilities5. Serve as a campus resource for promoting awareness of disability issues,resources, and the rights of students with disabilities6. Supporting the District in maintaining compliance with federal and state legalrequirements pertaining to the rights of college students with disabilitiesThe provision of accommodations and adjustments in public colleges is required by twofederal civil rights laws:Section 504 of the Federal Rehabilitation Act of 1973“[An institution]…shall make such modifications to its academic requirements as arenecessary to ensure that such requirements do not discriminate or have the effect ofdiscriminating, on the basis of handicap, against a qualified handicapped applicant orstudent…modifications may include changes in length of time permitted for thecompletion of degree requirements, substitution of specific courses required for thecompletion of degree requirements, and adaptation of the manner in which specificcourses are conducted. [84.44(a)]”The modifications post-secondary institutions are required to make are referred to as“academic accommodations” or “reasonable accommodations.” Examples of academicaccommodations would include modifications to degree requirements (e.g. time tocomplete the degree, course substitution, adaptation in which a specific course isconducted); and the use of auxiliary aids (e.g., readers, scribes, note takers, tutors,interpreters, tape recorders, adapted computers, calculators, etc.).Americans with Disabilities Act of 1990“Any person that offers examinations or courses related to applications, licensing,certification, or credentialing for secondary or postsecondary education, professional, ortrade purposes shall offer such examinations or courses in a place and manneraccessible to persons with disabilities or offer alternative accessible arrangements forsuch individuals.”(Pub. L. 101-336, title III, Sec 309, July 26, 1990, 104 Stat. 365). TheADA solidified the rights of individuals with disabilities to have equal access, andappropriate accommodations, in education and employment settings.- 177 -

The California Community College Chancellor’s Office (Chancellor’s Office) assistscommunity colleges in meeting their obligation by providing categorical funds (DSPS)dedicated to the provision of programs and services for college students with disabilities.The Chancellor’s Office “Implementing Guidelines for Title 5 Regulations - DSPS”provides the basis for delineating the scope of DSPS activities, required qualifications ofstaff, process for determining student eligibility, and accountability requirements. Itmandates integration of students with disabilities into campus educational opportunities,requires that all accommodations and services be directly linked to the educationallimitations which result from each individual’s disability, and insures that DSPS activitieswill not duplicate student services or instruction which is otherwise available to allstudents.Program SLOs/SAOsStudent Learning Outcomes (SLOs) and Service Area Outcomes (SAOs) have beenestablished for various components of the DSPS program including instruction.CounselingService Area Outcomes:DSPS Counselors will provide any student who qualifies for DSPS services and registersfor classes a Student Educational Contract. As outlined in Title 5, the following threeelements will be included:1. An outline of the specific instructional and educational goal(s) of the studentwith a description of the objectives and activities needed to achieve thesegoal(s).2. A measurement of the student’s progress in completing the objectives andactivities leading to their goal(s)3. A list of the services to be provided to the student to accommodate theirdisability-related educational limitations.Assessment: Student records will be checked to verify that all DSPS students havea completed Student Educational Contract on record.This SAO supports the college mission in the following area:Open access for students with diverse backgroundsThis SAO supports the following elements in the DSPS mission statement:Program serves as specialized resource for studentsServices for students to reach optimal level of achievementStudent Learning Outcomes:1. Upon successful completion of the DSPS orientation, a student should be able to:a. Find a specific course in the class schedule and determine days andtimes of the class meetingsb. Find the graduation requirements for an Associate in Science Degree- 178 -

c. Identify at least two possible services where a student with a disabilitymay qualify through DSPS.Assessment: A pre- and post-test will be administered at each DSPS orientation.Specific questions related to each of the above SLOs will be asked and the studentwill record their answers using paper and pencil.This SLO supports the following ISLOs (Institutional Student Learning Outcomes):Effective CommunicationCritical Thinking SkillsThis SLO supports the following elements in the DSPS mission statement:Students acquire equal access to programsStudents receive services to reach optimal level of achievement2. Seventy-five percent of students will be able to identify the number of “chunks” ofinformation that can usually be held in short-term memory.Assessment: At the end of each Memory Workshop, students will complete amultiple choice question related to this information.This SLO supports the following ISLOs (Institutional Student Learning Outcomes):Life and Professional SkillsThis SLO supports the following elements in the DSPS mission statement:Students develop lifelong skills3. Upon completion of the Test Anxiety Workshop the students will be able to:a. State the correct source for the feelings they have labeled “test anxiety”b. State at least one cognition that hinders learning and rememberinginformation for testsAssessment: Students will complete a pre- and post-test before and after eachworkshop. Specific questions related to the above SLO’s will be asked on a surveygiven at the beginning and the end of the workshop. The student will complete thesurvey with paper and pencil.This SLO supports the following ISLOs (Institutional Student Learning Outcomes):Effective CommunicationCritical Thinking SkillsThis SLO supports the following elements in the DSPS mission statement:Students acquire equal access to programsStudents receive services to reach optimal level of achievementLearning Services OfficeService Area Outcomes:1. The Learning Services Office will proctor exams in accordance with standards set byinstructor and accommodations authorized by DSPS staff.- 179 -

Assessment: Periodic comparison will be made between accommodation referrals,Instructor Notification forms, and test facilitation forms to insure agreement.This SAO supports the college mission in the following area:Students achieve academic potentialThis SAO supports the following elements in the DSPS mission statement:Students acquire equal access to programs and facilitiesServices for students to reach optimal level of achievementStudent Learning Outcomes:1. Students will indicate knowledge and awareness of the specific testingaccommodation they are authorized to receive and the goal/purpose of thistesting accommodation.Assessment: Students utilizing testing accommodations will participate in surveysadministered at random times throughout the semester to identify their awareness ofthe goals of testing accommodations and report on the degree to which these goalsare met.This SAO supports the college mission in the following area:Students achieve academic potentialThis SAO supports the following elements in the DSPS mission statement:Students acquire equal access to programs and facilitiesServices for students to reach optimal level of achievementAssistive Technology Lab (ATL)Service Area Outcomes:1. Assistive Technology Lab staff will provide support and instruction to students on theapplication and use of assistive technology programs and devices.Assessment: Students utilizing assistive technology will participate in surveysadministered at random times throughout the semester.This SLO supports the following College mission in the following way:Opportunity for success for students with diverse abilitiesThis SLO supports the following elements in the DSPS mission statement:Program serves as a specialized resource for students- 180 -

Student Learning Outcomes:1. Students will identify ways in which assistive technology programs and devicescontribute to their ability to complete their educational goals.Assessment: Students utilizing assistive technology will participate in surveysadministered at random times throughout the semester.This SLO supports the following ISLOs (Institutional Student Learning Outcomes);Effective CommunicationThis SLO supports the following elements in the DSPS mission statement:Students acquire equal access to programs2. Students will report increased competency and skill in using assistive technologyprograms and devices.Assessment: Students utilizing assistive technology will participate in surveysadministered at random times throughout the semester.This SLO supports the following ISLOs (Institutional Student Learning Outcomes):Effective CommunicationThis SLO supports the following elements in the DSPS mission statement:Students acquire equal access to programsInstructionStudent Learning Outcomes:ADAP 210 Career Planning and Development1. Upon successful completion of ADAP 210, the student should be able to isolateand describe at least one realistic career option.2. Upon successful completion of ADAP 210, the student should be able to describeat least two interests and two personality characteristics that are transferable tothe selected career option.3. Upon successful completion of ADAP 210, the student should be able to outline acareer plan containing educational and vocational steps needed to obtain theselected career option.Assessment: The student will prepare and submit a personal career résumé. Thestudent résumé must contain all three of the elements outlined above.ADAP 254 Adaptive Computer SkillsUpon successful completion of Semester II of ADAP 254, a student should be able touse a word processing program, employing software and hardware adaptations, tocomplete written assignments consisting of single paragraphs.- 181 -

Assessment: Pre- and post-evaluation will be performed in the assigned computerclassrooms. The student will be given a sample paragraph and a stimulus questionfor which a response in paragraph form would be appropriate. The paragraphs willbe evaluated for style consistency according to the MLA Style.ADAP 255 Human Awareness1. Upon successful completion of Semester II of ADAP 255, the student should beable to identify by name, from slides of male and female models, the private andpublic body parts and their related functions.2. Upon successful completion of Semester II of ADAP 255, the student should beable to describe these forms of physical stimulation: 1) touching/hugging/kissing,2) masturbation, 3) sexual intercourse or sex acts with others.3. Upon successful completion of Semester II of ADAP 255, the student should beable to describe 1) conception, 2) activity that can result in pregnancy. 3) stagesof fetal development, 4) types of birth control, 5) responsibilities of parenthood, 6)knowledge of sexually transmitted diseases.Assessment: The student will be administered an evaluation in the form of acomprehensive survey of the material presented from the course outline during thesemester. The student will be considered successful on the SLO’s if the studentindicates correct responses to 36 of the 40 survey items. This corresponds to a 90%recorded score.ADAP 256 Reading for Life SkillsUpon successful completion of Semester II of ADAP 256, a student should be able todemonstrate enhanced reading comprehension by one-half of a grade level.Assessment: Both pre- and post-testing will be conducted using the ClassroomReading Inventory. A student will be accounted as successful on the SLO if he orshe improves performance in measured comprehension by one-half of a grade levelor more.ADAP 258 Mathematics for Life SkillsUpon successful completion of Semester I of ADAP 258, a student should be able tocalculate answers to at least 8 of 12 problems requiring addition, subtraction,multiplication, and division of whole numbers.Assessment: An assessment will be performed within two weeks of the beginningand within two weeks of the end of the semester. The instructor will isolate threeproblems from each one of the groups of operations (#’s 10 to 19, no regroup; Twodigit#’s, regroup; Two digit and three digit #’s, regroup; monetary values).InstructionDSPS sponsors a number of classes, receiving support from instructional areas inDistance Education, and Physical Education and Athletics. Courses are reviewed on thefive-year cycle along with all other instructional areas.Table 2 details the courses offered.- 182 -

Table 2: Approved Special ClassesCourse Title Course # Sections CreditStatusVenue Active orNon-activeCollege Success for ADAP 100 2 CR C / CF AStudents withDisabilitiesAdaptive Assessment ADAP 101 0 CR NAand ComputingCareer Planning and ADAP 210 1 CR C ADevelopmentAdaptive Drawing and ADAP 240 2 CR C APaintingAdapted Computer ADAP 254 4 CR C ASkillsHuman Awareness ADAP 255 1 CR C AReading for Life Skills ADAP 256 3 CR C / CC AMathematics for Life ADAP 258 3 CR C / CC ASkillsSpecial Topics in ADAP 297 0 CR NADisabilities andEducationSpecial Topics in ADAP 298 0 CR NADisabilities andEducationCommunityADAP 373 2 NC CF AInvolvementVocational Educationfor Persons withDisabilitiesADAP 377 4 NC CF AAbbreviation Key:Credit StatusCR – CreditNC – Non-CreditCD/CP – Career Development& College PrepO – OtherVenueC – CampusDE – Distance EdCC – College CenterCF – Community FacilityActive/Non Active StatusA – ActiveNA – Not Active- 183 -

In May 2008, the full-time, tenured instructor assigned to the ADAP classes retired after30 years of service. At that time, the District decided to assign ADAP classes to adjunctand non-instructional faculty as available. Although the courses have been reviewedthrough the Curriculum Council Review Process, concerns remain about targetedpopulations, content relevancy, and declining enrollment. Details are included in Table 3.CollegeSuccess forStudentswithDisabilitiesCollegeSuccess…CareerPlanningAdaptiveDrawing andPaintingAdaptedComputersAdaptedComputersHumanAwarenessReading forLife SkillsTable 3: Course EnrollmentsCourse - Credit F 06 S 07 F 07 S 08 F 08 S 09ADAP 100 22 13 20 11 8 10ADAP 100 (Tehama) 12 16 15 NAADAP 210 9 11 18 5 8 8ADP 240 15 14 15 19 13 11ADAP 254-01 19 12 20 13 14 14ADAP 254-02 9 18 16 16 12 NAADAP 255 16 11 17 16 8 NAADAP 256 18 14 25 13 10 NAReading… ADAP 256 – (Tehama) 15 10 NAMath for LifeSkillsADAP 258 15 15 22 20 12 20Total 135 108 169 128 110 63Average course enrollment 15 13.5 18.78 14.22 11 12.6Course – Non-Credit F 06 S 07 F 07 S 08 F 08 S 09CommunityInvolvementADAP 373 20 21 22 21 22 22Vocational ADAP 377Education Opportunity Center56 49 43 40 43 42Vocational… ADAP 377 (Tehama) 38 51 48 53 45 43Vocational… ADAP 377 (Tehama) 32 44 42 50 39 32Vocational… ADAP 377 (Tehama) 15 15 NA NA NA NAVocational… ADAP 377 (Tehama) 27 NA NA NA NA NATotal 161 180 155 164 149 139Average course enrollment 26.83 36 38.75 41 37.25 34.75The Transitions Certificate was established more than five years ago and has neverbeen reviewed. That project should be a priority in the coming year.- 184 -

Program Service Area QualityProgram AnalysisPlease describe the program applicable components such as academic counseling,career counseling, personal counseling, multicultural counseling, and crisis interventionOR the services of your center.Adaptive EquipmentAlternate Media ProductionAssistive Technology LabCounseling – Academic,Career, Personal, andDisability RelatedCourse-Related Co-CurricularAccommodationsInservice Training for FacultyInstructional Faculty ConsultationLearning Disabilities Assessment –Shasta College StudentsLearning Disabilities Assessmentand Report – Tehama Co.CalWORKs RecipientsSign Language Interpreter ServicesNotetaker/Scribe ServicesOrientation for Students with DisabilitiesOutreach ActivitiesReader ServicesReferral ServicesRegistration AssistanceSpecial ClassesSpecial ParkingSpecialized/Supplemental OrientationSpecialized Tutoring(suspended in 2009)Student Success WorkshopsTest Facilitation/ProctoringTranscription ServicesTransition from High School Activities1. StaffingProfessional Staff – Director, Counselors, InstructorsProfessional staff employed by DSPS (Director and Counselors) must meet therequirements of the Section 53414 of Subchapter 4 of Title 5 of the California Codeof Regulations, and Minimum Qualifications for Faculty and Administrators inCalifornia Community Colleges.The Director or Coordinator must meet the minimum qualifications for a DSPScounselor (see below) or instructor, and have two years full-time experience or theequivalent in a field such as instruction/counseling or administration in a highereducation setting or secondary education setting for students with disabilities. TheDirector/Coordinator must have day-to-day responsibility for the DSPS program.An Administrative Relief Memo issued on 9/16/09 by the Chancellor’s Officesuspended the requirement for the DSPS Coordinator position to be full-time untilfurther notice.Title 5 and the Chancellor’s office specify that in order to perform the duties of aDSPS Counselor an individual must:1) Possess a master’s degree in counseling2) Complete twelve or more semester units in upper division or graduate levelcourse work specifically in counseling of individuals with disabilities.- 185 -

Three tenured, non-instructional faculty have been employed in this position overthe past five years, along with one adjunct, non-instructional faculty member.Additionally, the adjunct faculty member and one full-time counselor are qualifiedunder -the Chancellor’s Office Learning Disabilities Eligibility Model (LD Model)which establishes specific criteria for conducting LD assessments and using thoseassessments to determine whether a student qualifies for LD related services.Instructors who are assigned to the ADAP courses within DSPS are required tomeet the Minimum Qualifications for Faculty and Administrators under the area ofSpecial Education. Minimum Qualifications for these faculty members are specifiedin Title 5 Section 53414. As of 2008, all ADAP classes were assigned either toDSPS counselors or adjunct faculty. New adjunct faculty is hired according tothe standard Shasta College process for hiring adjuncts. Current DSPS faculty(counselors) reviews their qualifications for work with students with disabilities.In addition to the administrator and non-instructional counselors, DSPS alsoemploys a number of adjunct faculty and classified staff members. Table 4A liststhe individual employees and their positions. Table 4B shows current staffingpatterns and includes all employees, student workers as tutors and instructionalaides.Table 4A: DSPS StaffName Title FTE LocationMary Bailey Instructional Paraprofessional .50 Redding CampusKimberly Bottum Staff Secretary .50 Redding CampusMike Buckley/Ron Van Orden Paraprofessional 1.00 Redding CampusPat Calbreath Instructional Paraprofessional 1.00 Redding CampusNicole Christy Adjunct Instructor Hourly Red BluffKen Cooper Paraprofessional 1.00 Redding CampusKendall Crenshaw Learning Disabilities Counselor 1.00 Redding CampusJeroen Dragten Disability Counselor 1.00 Redding CampusBarbara Dykstra Adjunct Instructor Hourly ReddingMike Green Adjunct Instructor Hourly Tehama CampusDiana Hamar Disability Counselor 1.00 Redding CampusSara Holmes Senior Staff Secretary .50 Redding CampusAndrea Magee Instructional Paraprofessional 1.00 Redding CampusJulie Nuzum Adjunct Instructor Hourly Tehama CampusTerri WinsteadLearning Disabilities Specialist Hourly Tehama CampusAdjunct Instructor Hourly Red Bluff High SchoolTBD Transliterators/Interpreters Hourly Redding CampusTBD Hourly tutors and text editors Hourly Redding CampusTBDStudent workers, note takers,instructional aides, classroom HourlyTBDaidesVACANT Transitions Instructor 1.00 Redding Campus- 186 -

Table 4B: DSPS Staffing Pattern# Classification FTE/Schedule Position HoursperWeek1 A 100% - 12 month(reduced to 50% in07/09)2 CP 100% - 10 month(reduced to 1 positionin 07/09)1 CP 100% - 10 month Counselor / LDSpecialist7 CP < 60% - 9.5 months Adjunct Instructors1 CLP 100%- 12 month(reduced to 50% in07/09)FundingDSPSDistrictDirector 40 100%Counselors 35 75% 25%35 100%< 30 100%Adjunct CounselorsStaff Secretary 40 100%1 CLP 50%- 10 months Staff Secretary 19.5 100%2 CLP 100% - 11 months DSPSParaprofessionals2 CLP 100% - 9.5 / 10 InstructionalmonthsParaprofessionals1 CLP 50% - 10 months Instructional(discontinued in Paraprofessional07/09)14 CLP < 50% - 9.5 months Sign Language8 O – Hourlytemp12 O – Hourlytemp6 O – Hourlytemp9.5 months(discontinued in07/09)InterpretersSpecialized Tutors < 20hours9.5 months Instructional Sides < 20hours9.5 months Student Workers – < 20Clerical and ATL hours40 100%40 100%19.5 100%< 19.5 100%90% 10%100%90 % 10%Abbreviation Key – Classification:A – AdministratorO – Other (please specify)CLP – Classified PersonnelCP – Certificated PersonnelBoth professional and classified staff levels were considered adequate until the40% budget reduction was imposed by the Chancellor’s Office starting July, 2009.At that time, DSPS discontinued specialized tutoring services, reassigned DSPSparaprofessionals to serve as instructional aides, and reduced FTEs by 2.0 (1 fulltimecounselor, .5 Director, .5 Secretary). The current level of services wasmaintained only because of ARRA funds (one-time federal funding) that backfilledcuts for 2009-2010. Maintaining quality services in the future will require a greaterproportion of funding through the district directly. Otherwise, services will beseverely compromised, negatively impacting student outcomes and increasingpotential liability for the district for failure to meet legal requirements for access andaccommodation of students with disabilities.- 187 -

As mentioned previously, all faculty must meet minimum qualifications under Title5. One adjunct counselor has been employed for accommodations and LDassessments. One of the secretaries has a part-time schedule and can increaseher hours as requested. Other staff work less than 12 months and their schedulecan be expanded as needed.Counselors are evaluated according to the guidelines established by the ShastaCollege Academic Master Contract. This process does include input from studentsin the form of a survey. Classified staff is evaluated on a two-year cycle. TheDirector is evaluated annually.2. Materials and EquipmentDSPS office personnel routinely use PCs with Microsoft Office Suite as the mostcommon software. Outlook is used for e-mail and calendaring, Access and Excelfor data storage and tracking. Word and PowerPoint are commonly used fordocuments and presentations. In addition, most DSPS counseling staff use theSARS appointment system to schedule and track student counseling andorientations, as well as Datatel to retrieve academic and demographic informationon students. Interpreting assignments are posted on an Outlook Exchange serverfor off-campus access.The LD Assessment process requires specialized testing materials that arepurchased by the DSPS program and used by authorized personnel only (asdetermined by the publishers). Ergonomic desks and chairs for the classrooms areprovided to accommodate students, as are automatic door openers. TTY andVideo relay is available for students who are deaf/hard of hearing.All office equipment and furnishings including desks, chairs and computers areprovided and maintained by the district, and upgraded according to the districtmaster plan and policies. This applies to computer software programs as well.Most recently, chairs, adjustable tables, and stools were purchased for classroomsusing SEIF funds.3. Faculty Availability for General College ServiceBoth instructional and non-instructional faculty participate regularly in generalcollege activities including committees, sponsoring student clubs/organizations,hiring committees, program review activities, Academic Senate, CampusAssessment Committee, Basic Skills Committee, and Campus Budget Committee.4. Service/Tutoring Centers/LabsA. CounselingJust prior to the 2008-09 school year the Chancellor's Office Learning DisabilityEligibility Model was changed to reflect an increase in the amount of cognitiveand achievement discrepancy levels needed to establish that a student waseligible to receive services as a student with a learning disability. In the 2008-09school year this resulted in a significant increase in the number of students whocompleted learning disability assessment, but were not eligible. This state-wide- 188 -

change in eligibility criteria had similar effects on other community collegesacross the State. A review of the number of students tested and the outcome isprovided in Table 5.Table 5: Learning Disability AssessmentsLD Assessments By Year 2006-07 2007-08 2008-09Requested LD Assessment 184 165 154Eligible - Completed Assessment 74 76 74Not Eligible - Completed Assessment 33 22 46Total - Completed 107 98 120Did Not Complete 79 67 34Completed, not LD, but qualified for anotherdisability as a result of testing9 9 13Total 486 437 441B. Assistive Technology Lab (ATL)DSPS houses an Assistive Technology Lab, frequently referred to by other DSPSprograms as a High Tech Center. This lab is open Monday through Friday from8am – 5 pm and is staffed year-round.The Assistive Technology Lab and Learning Services areas are open and staffedfrom 8:00-5:00, Monday through Friday during academic semesters. Hours aredecreased during college breaks and summer session, but are still open duringthese times. The lab can support 12 students using existing computers, and anadditional 12 using study tables without computers. The Learning ServicesOffice has four testing rooms with multiple stations; maximum capacity is 12 atone time. During final exams, overflow space is provided in the former tutoringcenter outside of the Learning Services Office.Course-related accommodations that are categorized as using assistivetechnology are processed through the Assistive Technology Lab. Examplesinclude:converting textbooks to an audio formatconverting printed text into Brailleprovision of text to voice technologyprovision of voice to text technologycreating raised line course material for the visually impairedprovision of computer screen reading technology for thevisually impairedprovision of enlarged course materialarrange for special chairs, tables, and ergonomic devices inthe classroom for students with back and neck injuries or conditionsaffecting mobilityFollowing the remodeling of the Student Center in 2005 the ATL was re-locatedwith the other DSPS offices. The ATL is in an 1100 square foot open space split- 189 -

into two areas. There is an 800 ft 2 student use lab that provides space forcomputer use and tables for study. This area has the following equipmentavailable for student use in the ATL and classrooms/labs across campus.12 computers (2 or 3 of which are usually being used for alternate mediaproduction(11 height adjustable workstations for computers2 large format flat panel monitorsalternate halogen lightingMicrosoft Office software (Word, Excel, Access, PowerPoint, Publisher,FrontPage)voice recognition software (speech to text)screen magnification softwarescreen reader software2 Kurzweil 3000 text to audio systems1flatbed scanner1 laser printer1 magnifying closed-captioned TV3 work stations in the center of the room for non-computer usecolored overlays or colored paperThe smaller 300 ft 2 area is used by the ATL staff as an office and alternate mediaproduction facility. This area has three (3) work areas with four (4) computers tosupport the staff assigned to the ATL. These computers have special software(OmniPage, TextAloud, Kurweil 3000, Adobe Encore, Caption Maker, and Brailletranslation software) installed to facilitate the creation of alternate media forDSPS students. Specialized equipment used includes a high speed scanner,Braille embosser and PIAF (Pictures in a flash) machine for graphic displays.This area has a 6 ft by 5 ft storage closet to provide secure storage for laptops,embosser paper and other supplies.Alternate media provide by the ATL includes:Audio Text (.WAV, .MP3,)Electronic text (MS Word, PDF, Kesi/Kurzweil files)Large printBrailleCaptioningThe ATL loans equipment to students on a semester-to-semester basis. Thisequipment is used to provide or support approved accommodations. Equipmentcurrently being provided through the ATL includes:Williams Sound FM assistive listening devicesDAISY players (audio books)Calculatorsergonomic armsfoot restsergonomic keyboardsPIAF raised line graphics- 190 -

The ATL is staffed by one DSPS Paraprofessional (Range 35) who works 40hours/week, 11 months, one Instructional Paraprofessional (Range 28) whoworks 40 hours/week, 9.5 months. In addition, another InstructionalParaprofessional (Range 28, 10 months) was assigned to the ATL from 2007-2009. However, budget constraints have necessitated the elimination of thisposition.The primary activity for the paraprofessionals in the ATL has transitioned fromlarge-scale production of audio format (DVDs, MP3 files) to the straightforwardproduction of e-text. This has decreased the demand for student workers to editfiles and also decreased the workload for classified staff. Students areresponsible to use assistive technology to read and in some cases scan thee-text themselves. There has been minimal negative feedback from studentsabout the modification of service delivery.C. Learning Services Office (LSO)The Learning Services Office is staffed by two paraprofessional level classifiedstaff who coordinate the services authorized by DSPS counselors. Theseservices include exam proctoring, note taking, tutoring, instructional aides,interpreting or captioning, and scribes/readers. The paraprofessionals in theLSO have direct and ongoing contact with faculty to coordinate the services forstudents with disabilities. Table 6 displays the utilization of LSO services.Table 6: LSO UseFall 06SpringSpringSpringFall 07Fall 08070809# of Students 84 330 397 356 359 359# of Notetaking 173 603 775 599 546 569Referrals# of Exam200 726 925 772 747 680Proctoring Referrals# Using Interpreting 7 8 7 6 11 105. Opportunities for Professional DevelopmentDSPS is fortunate that there is a strong network of professional developmentactivities provided by the Chancellor’s office through state-wide and regionalactivities, and through a special consultant – The Galvin Group. The Chancellor’sOffice website and The Galvin Group website have dozens of resources that districtstaff can access, along with specialized trainings and consultation for assistivetechnology and alternate media production, deaf/hard-of-hearing service, learningdisability (LD) assessment, and overall accommodations. Additionally, there arenumerous professional organizations that provide information and collaboration foreducational institutions and disability service programs.The LD Specialist has participated as a regional representative to the LD AdvisoryCommittee and received ongoing education and coordination for these duties fromLD Specialists at other community colleges. DSPS programs in Region 1 meet- 191 -

semi-annually for dissemination of information from the Chancellor’s Office,networking, and training. Shasta College attends regularly and hosts this meetingevery other year.Tables 7-9 highlight specific professional development activities of DSPS staff.Table 7: Professional Development Activities – Faculty (including Adjunct)Title of Training Area of Focus Sponsor/LocationKurzweil Training Assistive Technology Region 1 – LassenCollegeAmerican Sign Language Class Communication Skills Shasta CollegeSelecting software for studentswith learning disabilitiesAssistive Technology / LDaccommodationsHigh Tech Center –CupertinoDragon Naturally Speaking Assistive Technology High Tech Center –CupertinoAssistive Computer Technologyfor VISTAAssistive Technology High Tech Center –CupertinoWechsler Adult Intelligence Scale LD AssessmentOrange CountyIV TrainingTransition Age Youth Disability and Accommodations ReddingThe Ever Changing Brain Disability and Accommodations ReddingTable 8: Professional Development Activities – DSPS DirectorTitle of Training Area of Focus Sponsor/LocationKurzweil Training Assistive Technology Region 1 – LassenCollegeCAPED – State ConferenceDisabilitySan FranciscoAdministrationProfessional Conduct and Ethics for Sign Sign Language ReddingLanguage InterpretersInterpreting508 Accessibility Workshop Assistive Technology Region 1 – Butte Countyand RegulationsNew DSPS Directors’ Training DSPS Administration Chancellor’s Office –SacramentoAcademic and Classified Evaluation and PersonnelReddingDisciplineManagementPerformance ManagementPersonnelRed BluffA “No Holes Barred” Approach to EmployeeBody Piercing, Tattoos and Dress CodesDiversity in Community College Employment:EEO Planning and HiringSick and Disabled EmployeesManagementPersonnelManagementReddingPersonnelReddingManagementPersonnelReddingManagementAccommodations in the Post-Secondary Deaf/Hard-of-Hearing WebinarClassroomAccommodationADA Accessibility Course Physical Access ReddingServing the needs of students ages 18-21with intellectual disabilities and autism atcommunity collegesAccommodations- 192 -Webinar

Table 9: Professional Development Activities – Classified StaffTitle of Training Area of Focus Sponsor/Location(2) RID Region V conference Sign Language Interpreting SacramentoFingerspelling and Team Interpreting Sign Language Interpreting Ashland, OR(2) Advanced ASL skills Sign Language Interpreting ReddingSign to Voice Interpreting Workshop Sign Language Interpreting Yuba City, CAProfessional Conduct and Ethics Sign Language Interpreting ReddingPrinciples of Customer Service Student Services Shasta CollegeStress Management in the Workplace Student Services Shasta College(3) Access for Windows Computer Technology Shasta CollegeEthics and Values Student Services Shasta CollegeCommunicating with People Student Services Shasta CollegeCPrint Captionist Training Online TrainingOn-site training for ATL staff was provided in October, 2008 by Bambi Mayfield,Alternate Media Specialist from Butte College. Bambi provided technical trainingon scanning and e-text conversion using Kurzweil, and on closed captioning ofvideo material using Caption Pro.At this time, DSPS staff receives adequate professional development trainingthrough online resources, state and regional meetings and trainings through theChancellor’s office, local seminars, and Shasta College staff development activities.6. Employee SatisfactionThere has been no mechanism for collecting this information. This will be includedin future departmental assessment activities.7. Internal Relations, Integration and CollaborationDSPS interfaces directly and collaboratively with numerous departments oncampus.ITHRBusiness OfficeSupport for computers, specialized softwareDSPS staff serve on hiring committees for otherAreasPOs, payments to notetakers, coordination ofallocation and grants with Comptroller- 193 -

EOPSFinancial AidMISShared space, cross-training clerical staff,collaborated on tutoring services, allowing accessto ATL for EOPS studentsHosting FAFSA workshops in ATLCollaborating on data submission toChancellor’s OfficeResearch and Planning Program planning, data collection and reviewInstructionalPurchase of accessible desks and chairs forclassroomsPresentations in classesStudent Success WorkshopsFaculty Learning Academy WorkshopPresentation to divisions and adjunct facultyFlex day training on Section 508 Compliancefor AccessibilityAssistance with captioned videos for instructionaluseCoordination of interpreting services for employeestaff development activitiesCoordination of interpreting services for theaterprogramStudents and faculty in Adaptive Art classincorporated into faculty and student art shows.DSPS Classified staff, faculty, and Director are all actively involved in campus-widecommittees:DirectorDirectorDSPS ParaprofessionalDirectorDirectorDSPS ParaprofessionalDSPS SecretaryDSPS SecretaryDSPS CounselorDSPS CounselorDSPS CounselorDSPS CounselorLearning Disability SpecialistLearning Disability SpecialistLearning Disability SpecialistProgram Improvement CommitteeDistance Education CommitteeDistance Education CommitteeAccreditation Steering Committee Co-ChairStudent Equity CommitteeCSEA Vice-PresidentCSEA Sergeant-at-ArmsMIS Reporting TeamMatriculation CommitteeCritical Incidence Response TeamEEO Rep for Hiring CommitteesCareer Day Evaluator for Pioneer HighCampus Budget CommitteeBasic Skills CommitteeAssessment Committee- 194 -

Program brochures are distributed across campus to promote DSPS services. TheDSPS Director and Counselors make frequent presentations to other campusgroups about DSPS services. The DSPS website is updated regularly, and includesforms and explanations of services.Staff in the DSPS office receives consistent positive feedback about our availabilityand collaboration with other departments on campus. Additionally, we receiveacknowledgment from campus personnel that affirm the services we provide tostudents and the positive impact our services have on student outcomes.8. Survey other CCs for Common PracticesIn order to prepare for upcoming program review and accreditation, DSPS hosted atechnical assistance site visit in April, 2009 with Bette McMuldren, a consultantfrom The Galvin Group (the technical assistance group for the Chancellor’s officesince 1998) and Scott Hamilton, a DSPS coordinator from Los Rios District, who isalso the President of CAPED (The California Association of Post-SecondaryEducation and Disabilities). Special notice was made of the current facilities whichhave been relocated since the previous visit in 2005, the stability and experience ofthe program staff, and the positive working relationship and rapport between DSPSand other programs and services on campus.The DSPS director is a member of CAPED and reviews information about practicesthat reflect the legal requirements related to accommodations and services, utilizethe most up-to-date technology, and reflect best practices nationally.Networking through Region 1 meetings has yielded increased productivity inalternate media production and in testing accommodations. The DSPS Directorparticipated in two site visits for categorical program review in 2007, for SantaBarbara City College and Southwestern College. In addition to direct contact withChancellor’s office staff, she was able to bring back specific procedures andmaterial to augment services at Shasta College.The DSPS director also serves on the statewide Deaf/Hard-of-Hearing AdvisoryCommittee for the Chancellor’s Office. This is a critical collaboration to insureadequate service to this population since Shasta College DSPS does not employfull-time interpreters or deaf specialists.External Relations1. FacilitiesAdaptive Education classes have been held at numerous sites not owned byShasta College. These include the Union Hall in Red Bluff, the First Church of theNazarene in Red Bluff, Red Bluff High School, and The Opportunity Center inRedding. These facilities are rented for the time of the class each semester.The DSPS program is housed in a suite with the EOPS program with commonentrances. This includes a shared kitchen galley, shared storage, and a tutoringcenter. Both programs shared the reception area on a trial basis for nine months,but this was discontinued due to concerns about confidentiality for DSPS students.- 195 -

In summer 2009, the DSPS reception area moved into the former tutoring centerand EOPS paraprofessionals moved their offices and the lending library into spacepreviously occupied by DSPS office staff.DSPS has co-sponsored activities on campus in collaboration with communityagencies which serve people with disabilities. These have included an EmergencyPreparedness Fair for hundreds of individuals with developmental disabilities and acomedy co-sponsored with NorCal Center on Deafness.The DSPS Advisory Committee is required by Title 5 and meets twice annually.Membership is comprised of represent students with disabilities, Shasta Collegestaff and faculty, representatives from high schools and community agencies thatserve individuals with disabilities, and interested community members.Agendas and minutes from meetings are archived on the Shasta College “I” driveand are available upon requestMeeting Dates:March 25, 2005November 3, 2005March 3, 2006April 13, 2007 (Red Bluff)December 20, 2007February 21, 2008November 6, 2008March 25, 20092008/2009 DSPS Community Advisory Committee MembersLaura BorrowmanMarcy CaldwellDr. Stephen ConcklinJim DonnelleyRobert FarrJudy FerrellHolly GonsalvesNata GreenleafSandra Hamilton SlaneConnie Harrah, RNDorothy LindauerHoward MaddoxKim MihanJulie NuzumLynn OsaSue SawyerAl SkaggsDeb SpeerPaul TrujilloDenis VillanuevaCynthia WeeksBonnie Wilson-SchmittTerri WinsteadDavid Wrenne, RNLighthouse Living ServicesShasta County Coordinating CouncilFormer Shasta College DSPS FacultyShasta College DSPS StudentNorCal AT Consult/Good Shepherd CommunitiesNorth Valley ServicesTehama County Dept. of Education – Red BluffCommunity MemberDSPS DirectorShasta County Health DepartmentTehama County Coordinating CouncilShasta College DSPS StudentRedding NorCal Center on DeafnessDSPS Adjunct Faculty – Tehama CountyRowell Family EmpowermentShasta 21st Century Career ConnectionsNorth Valley ServicesDepartment of RehabilitationRed Bluff High SchoolFar Northern Regional CenterTehama County Dept. of Ed. - CorningFormer Shasta College DSPS StudentDepartment of Rehabilitation – Tehama CountyShasta County Health Department- 196 -

2. Contact with K-12 SchoolsDSPS hosts two on-campus orientations each spring for students, counselors, andfaculty in district-wide special education and resource programs. Over 100students attend each year. DSPS also annually hosts a visit day for students fromthe ADAP 100 class at Red Bluff High, in which students receive an extensivecampus tour and attend a typical class.Representatives from local high school programs participate in the advisorycommittee and provide input into the transition from high school to college for localstudents.3. Contact with Community Colleges, and Four-year Universities and CollegesRegional meetings for DSPS programs and LD Advisory committee are held semiannually,and DSPS staff attends all of these meetings. DSPS professional staffare in weekly contact with peers at other institutions, especially Californiacommunity colleges, for collaboration and networking.4. Articulation with High Schools, Universities and CollegesDSPS does not have any articulation agreements. However, we do hold one classat Red Bluff High, and are in discussion with other local high schools about hostingAdaptive education classes.5. Please describe how do you work with community agencies, programs, ororganizations?The DSPS director attends Coordinating Council meetings in Tehama County andin Shasta County several times a year to share information about services forstudents with developmental disabilities. The Disability Awareness Club and DSPShave co-sponsored annual Disability Awareness Days each Spring and havehosted information booths from various service agencies within the District. DSPShas attended the annual Shasta County Resource Fair for both years it was held,exchanging information about services for students with disabilities both at ShastaCollege and in the community at large. Members of local agencies and programsparticipate in the DSPS Advisory Committee.Resource Efficiency1. SupportAs mentioned in Section 3.2.5 above, DSPS interfaces and receives support fromnumerous departments on campus. Responsiveness is generally high, andinterruptions in support are generally resolved in a timely fashion.- 197 -

2. Use of TechnologySpecific support is provided by IT in maintenance and upgrades of our assistivetechnology software. Additionally, IT worked with DSPS to interface student datawith the Datatel system, effective January, 2009. This will greatly increase ourability to collect academic outcome data for students using DSPS services.3. Comparison with Other InstitutionsTable 10 provides a comparison with other Region 1 programs in terms of staffing,enrollment and allocation.ShastaCollegeLassenCollegeCollegeof theRedwoodsButteCollegeCollegeof theSiskiyousFeatherRiverCollegeStatewide2008-09Table 10: Comparison with Region 1 DSPS ProgramsFTEStaffAverageEnrollmentPercent ofTotalEnrollmentAverageAllocationAverageAmount/StudentAverageAmount/Staff10 855 5.5 % $ 777,941 $ 909 $ 77,7943.65 216 6.3% $ 342,410 $1,585 $ 93,810NoData1234 13.8% $1,090,165 $ 883 No Data8.5 866 4.1% $ 789,449 $ 911 $ 92,8763.5 313 5.2% $ 369,819 $1,182 $105,6634 146 4.0% $ 289,839 $1,985 $ 72,460Total115,4636.4% Total$97,179,372$ 842It should be noted that Shasta College is the only Region 1 program with asignificant instructional component leading to a certificate (Transitions Certificate).It should also be noted that Shasta College serves the highest number ofdeaf/hard-of-hearing students, the population which is considered most costly interms of services.4. Facility Use/AvailabilityDSPS services are available during regular business hours Monday through Friday.Arrangements for test accommodations must be made during these hours, even forevening classes. Tutoring and testing services were offered two evenings a weekduring Fall 2008 as a pilot project, but student demands were not strong enough tomaintain this service. The Learning Services Office and Assistive Technology Labare open throughout the year, with the exception of academic breaks betweensemesters, and Fridays during the summer.- 198 -

5. Faculty and Classified StaffingDistribution of faculty and counseling services is displayed in Table 11.Full-Time FacultyPart-Time FacultyTable 11: Faculty and Classified Staffing Resources2006-07 2007-08 2008-09Fall Spring Fall Spring Fall Spring1 instr.2 noninstr..75 instr..25 noninstr.1 instr.2 noninstr..75 instr..25 noninstr.2 noninstr.1.5 instr..25 noninstr.2 noninstr.1.5 instr..25 noninstr.3 noninstr.3 noninstr..75 instr. .75 instr.Ratio F/T to P/T 3 to 1 3 to 1 2 to 1.75 2 to 1.75 3 to .75 3 to .75# of Students 634 673 694 535 820 930Served# of Support Staff 6 6 6 5.5 6 6Faculty/StaffRace/Ethnicity# CounselingAppts.13 White1 African-American13 White1 African-American13 White1 African-American12.5White1 African-American12 White1 African-American12 White1 African-American1,283 1,422 1,343 1,207 1,432 1,235Figure 1 displays information related to the purpose of counseling appointments inDSPS. As can be seen, 48% of the appointments are directly related toeducational planning, with 38% dedicated to accommodations and LD testing.Figure 1: Counseling Reason Code DistributionCounseling Reason DistributionPersonal, 2%Orientations, 4%Skills, 2%Ed Plan, 7%Intake, 3%Career, 2%Test, 15%Accommodation,23%Academic, 41%AcademicAccommodationCareerEd PlanIntakeSkillsOrientationsPersonalTest- 199 -

6. EquipmentAll staff computers and office furniture, along with computers and furnishings for theAssistive Technology Lab are provided by the district. Computers are upgradedand replaced according to the technology plan. Furnishings and equipment arefrequently redeployed from other district offices; DSPS budget has limitedallowance for the purchase of equipment or furnishings.While most equipment and Assistive Technology applications are relativelymoderate in expenses, we do anticipate the need to upgrade the Braille Embosser.The current Braille embosser is the Index Basic Embosser, which was purchased inDecember 2000 and has begun to blow a fuse repeatedly, and is not reliable forheavy production work. There have of course been some significant improvementsin embossing technologies since that time, especially with the handling of graphics.The machine when it was originally purchased was $4,146; replacement of thecurrent embosser would cost approximately $3,295.7. Budget Information, Requests, Action PlansThe state allocation for DSPS (based on weighted student count) had beenrelatively stable until 2008-09. However, from 2006-07 until 2009-10 the number ofstudents DSPS serves has grown by 37 % (see Table 1). With the 2008-09 and2009-10 budget reductions, the number of dollars per student served has been cutin half. Expenses have been predictable, with the exception of the cost forinterpreting and captioning services for deaf and hard-of-hearing students. Theseexpenses have been supplemented through an annual grant from the Chancellor’sOffice, but the amount has varied, ranging from $43,000 to $80,000.DSPS has two budgets, each corresponding to a state-funded revenue stream.One budget is based primarily upon a weighted-student count of students withdisabilities who received four or more service contacts (e.g. accommodations).The other budget is based on funding received through the college for specialclass enrollment or FTES.Both budgets are intended to cover what is known in Title 5 as Direct ExcessCosts, those actual fixed, variable, and one-time costs…for providingaccommodations, equipment or instruction, which exceed the combined total ofthe following:a. The average cost to the district of providing comparable services (as definedin Section 56066) to non-disabled students times the number of studentsreceiving such services from DSPS;b. The revenue derived from special classes as provided in Section 56070;c. Any other funds for serving students with disabilities which the districtreceives from federal, state, or local sources other than discretionary districtfunds.In other words direct excess costs are expenditures that can be paid withDSPS categorical funds with money from the college general fund (collegeeffort).- 200 -

Amount of expenditureTable 12: Funding Source Distribution2006-2007 2007-2008 2008-2009Allocations $ 627,774 $ 711,421 $ 725,189FTES (ADAP courses) $ 207,256 $ 205,801 $ 228,608DHH 0 $ 80,000 $ 63,313District Contribution $ 190,063 $ 105,350 $ 95,647Total program budget $ 1,025,093 $ 1,102,572 $ 1,112,757DSPS has explored outside funding through small operating grants. We received$500 for Art Frames to display student work. Donations of textbooks are alsoutilized for instruction and sign language interpreters.In 2008, DSPS began providing technical support to the Tehama CountyCalWORKs program through administration and interpretation of LearningDisabilities Testing. This project generates ongoing revenue that covers theemployee expenses and also augments the general DSPS budget moderately.The DSPS office submits a summary of expenditures to the Chancellor’s office atthe end of each fiscal year. Review of the EOY reports yields several notableitems.1,200,000Annual expenses ranged from a low of $911,095 in 2005-06 to a high of$1,112,757 in 2008-2009, with an average annual budget of $1,037,879Over 90% of the expenses associated with DSPS are distributed betweencertificated and classified salaries and benefitsAs shown in Table 10 above, the average cost per student expended throughthe DSPS program is $ 909, which ranks 5 th out of the six Region 1 programsFigure 2: Budget Expenditures ComparisonEnd of year budget report1,000,000800,000600,000Equipment/buildingmodificationOther expenses(incl. consultants)Supplies, books,materialsBenefits400,000200,000Classified SalariesCertificated Salaries0Year2005-06 2006-07 2007-2008 2008-2009- 201 -

DSPS is the office designated by the district to verify the needs of students withdisabilities and provide instructional accommodations. However, the responsibilityfor services for students with disabilities rests with the district as a whole, and soany reduction or elimination of professional and support staff in DSPS would notreduce any expenses, but rather merely transfer them to another area of thedistrict, with potential increased liability if services are not provided by experiencedand qualified professionals.Support for staffing and instructional services is adequate, but has not allowed formaintenance of study skills supports through tutoring. In addition, the position ofthe fulltime Adaptive Studies instructor which was vacated due to retirement at theend of 2008 was replaced only by adjuncts. While this is more cost effective, itdoes reduce the consistency and reliability of instruction and should remain arehiring priority for the district.8. Reach of ServicesDSPS provides instructional accommodations for students in all areas of thedistrict, primarily through the internet. Counseling services such asaccommodations and disability verification can be done through emails and phonecalls. Students who take online courses can receive test accommodations directlythrough the online platform. Alternate media formats such as e-text are alsocoordinated and transmitted electronically.Students taking face-to-face or ITV courses through Extended Education sitesreceive services such as sign language interpreting and note providers in the sameway as students at the Redding campus.As the student populations at extended education sites increases and diversifies,the need for in-person counseling services will increase, whether through adjunct orpermanent disability counselors.Student Success1. Data and AccessThe following set of data tables reflects the demographic composition of the DSPSprogram. Information about the demographic composition of Shasta Collegeoverall is also provided. Outcomes related to GPA, retention and success are alsoprovided for both groups.An analysis of this data will be provided in subsequent sub-sections.- 202 -

Table 13: Program Enrollment, FTESSemesterHeadcount – Credit FTES Non-Credit FTESUnduplicated (ADAP) (ADAP)F 06 634 19.27 31.18S 07 673 13.67 26.66F 07 694 23.73 24.04S 08 535 21.80 23.49F 08 820 17.83 30.24S 09 930 9.09 21.61Table 14 shows that Shasta College students participating DSPS closely reflect therest of the college population in gender ratios. Review of the age distribution ofDSPS students in Table 15 indicates an older population in DSPS, with far fewerstudents under age 18 enrolled in DSPS, and a larger percentage of students overage 25. More than half the students enrolled in Shasta College overall are underage 25, but less than one-third of DSPS students are under age 25.There are several considerations that can account for the differences in agedistribution for DSPS. First, due to the very nature of disability, it may take longerfor students to complete their education, or some may be returning for retraining asa result of acquiring a disability. Many students with disabilities report having hadvery negative K-12 experiences, often due to unidentified learning andpsychological disabilities. The support from DSPS at the college level, includingassessment for the presence of Learning Disabilities, allows them access andsuccess that was not available in their former educational settings.Table 14: Demographics – GenderSemester DSPS % Female SC % Female DSPS % Male SC % MaleF 06 61.3 61.1 38.7 38.9S 07 63.4 58.8 36.6 41.2F 07 59.2 61.4 40.8 38.6S 08 60.6 58.6 39.4 41.4F 08 58.7 60.4 41.3 39.6S 09 58.1 57.4 41.9 42.6Table 15: Demographics – AgeSemester % Age 17 and Under % Ages 18-24 % Ages 25-49 % 50+DSPS SC DSPS SC DSPS SC DSPS SCF 06 1.1 9.0 25.8 43.2 57.9 35.4 14.9 12.3S 07 >0.0 6.4 27.0 42.3 57.3 37.6 15.3 13.4F 07 3.2 8.7 30.0 44.1 52.4 35.6 14.1 11.4S 08 1.9 6.5 30.2 43.1 52.9 38.0 14.7 12.2F 08 3.1 9.2 31.8 44.9 51.5 34.9 13.4 10.9S 09 2.1 6.5 33.8 43.9 50.1 38.3 13.9 11.2- 203 -

SemesterComparison of students in DSPS and in the general population in Table 16 revealsless ethnic/racial diversity in DSPS, with a higher percentage of DSPS studentsidentifying their background as White, non-Hispanic. The percentage of African-Americans in DSPS is twice the percentage within the general population, but thisis a very small group. The overall comparison of Racial-Ethnic diversity raisesconcerns about students who are members of dual-diverse populations, both due todisability status and racial-ethnic background.% White,Non-HispanicTable 16: Demographics – Race-Ethnicity% % Asian % African- %HispanicAmerican AmericanIndian /- 204 -Other /UnknownAlaskanDSPS SC DSPS SC DSPS SC DSPS SC DSPS SC DSPS SCF 06 80.5 76.5 6.1 8.7 1.3 2.6 2.2 1.2 3.7 3.4 6.3 7.3S 07 80.1 76.1 5.2 8.5 1.5 2.9 2.7 1.2 3.6 3.4 6.9 6.1F 07 77.4 76.1 6.7 8.4 1.7 3.3 3.2 1.3 3.3 3.3 7.7 8.5S 08 75.8 75.5 6.7 8.9 2.1 3.2 2.9 1.3 3.8 3.6 8.8 7.8F 08 75.6 75.9 7.0 8.5 2.1 3.2 2.8 1.3 5.0 3.7 7.5 7.9S 09 76.1 74.9 6.6 9.0 2.1 3.1 2.6 1.3 4.9 3.7 7.7 7.93. ProgressProgress in terms of movement out of ADAP classes and into general instruction,along with completion of certificates and degrees, is not tracked specifically forDSPS students. This should be established as an annual practice in subsequentyears.Table 17: Cumulative GPA, Retention 1 , and Success 2Semester Cum GPA % GPA < 2.0 % GPA > 3.5 % Retention SuccessDSPS SC DSPS SC DSPS SC DSPS SC DSPS SCF 06 2.4 2.5 28.6 26.3 15.5 18.4 82.2 84.8 66.6 68.7S 07 2.5 2.5 24.9 26.1 15.9 20.0 83.3 85.7 70.0 70.6F 07 2.4 2.5 29.8 28.7 15.0 18.2 82.4 84.5 63.2 68.1S 08 2.5 2.5 24.6 28.2 14.8 20.4 80.6 86.5 62.5 68.4F 08 2.4 2.4 31.4 29.3 15.1 18.8 75.8 83.1 59.0 69.0S 09 2.5 2.4 27.9 30.2 16.3 19.5 82.9 86.9 62.4 69.81Retention indicates students who were present at census and received an evaluative grade atthe end of the course2Success indicates students who were present at census and received a grade of C or above atthe end of the courseTable 18: Basic Skills Comparison – Duplicated Course EnrollmentsSemester Basic Skills Enrollment Basic Skills Retention Basic Skills Success% DSPS % SC % DSPS % SC DSPS SCF 06 12.5 3.3 80.1 81.4 62.4 61.0S 07 10.3 2.7 82.5 77.8 64.2 58.1F 07 12.8 3.1 80.7 79.1 61.0 59.4S 08 13.8 3.1 73.4 80.6 59.0 60.4F 08 11.8 2.7 79.2 83.0 60.4 62.2S 09 9.5 2.9 82.5 83.8 61.3 61.9Shaded cells indicate levels that are below SC levels

4. SuccessTable 17 reflects elements of student success as indicated by cumulate GPA,retention, and success. Cumulative GPA of students in DSPS is commensuratewith the general population. There is a slightly higher percentage of DSPSstudents with cumulative GPAs under 2.0 (less than 0.5 % difference on average),and a larger difference in the percent of students with cumulative GPA above 3.5(DSPS average is 15.4%; Shasta College average is 19%).Between 9.5% and 13.8 % of DSPS students enrolled in basic skills classes (whichincludes ADAP classes), as compared to approximately 3% of the general studentpopulation, as displayed in Table 18. DSPS students showed similar rates ofretention and success in basic skills classes when compared to other students.Table 19 presents enrollment in various course levels by DSPS students.Finally, analysis of course level enrollments in Table 19 reveal that students areequally successful in whatever level they enroll in, suggesting that students areenrolling at the right difficulty level. Although DSPS does offer special classes atthe developmental and non-credit level, between 64% and 70% of students inDSPS are actually enrolled in transfer-level classes, and nearly 13% on averageenroll in non-transfer level courses.The fact that so many DSPS students are enrolled in courses that are degreeapplicablereflects an underlying and often unrecognized contribution that theDSPS program makes to the district at large. As previously stated, the district isrequired by law to insure equal access to its programs by students with disabilities.In fact, these students are participating in the programs offered throughout variousinstructional areas, and are contributing to the overall apportionment based onFTES. It can be assumed that many of these students would not be able to attendand succeed in achieving their goals without the specialized support offered byDSPS.- 205 -

Table 19: Enrollment Level and Success for DSPS StudentsDSPSSuccess# %Academic Year Term Course Level06-07FallTransfer Level1,141 64.8%Non-Transfer Level 237 58.2%Developmental 227 62.6%Non Credit 202 92.1%Spring Transfer Level 881 67.2%Non-Transfer Level 149 63.1%Developmental 139 64.7%Non Credit 162 96.3%07-08Fall Transfer level 1,236 60.6%Non-Transfer Level 243 62.6%Developmental 250 60.8%Non Credit 214 76.2%Spring Transfer Level 1,122 62.6%Non-Transfer Level 227 58.1%Developmental 226 59.3%Non Credit 37 a 64.9%08-09 Fall Transfer Level 1,365 57.3%Non-Transfer Level 266 62.8%Developmental 246 60.2%Non Credit 204 69.1%Spring Transfer Level 1,529 64.5%Non-Transfer Level 307 59.9%Developmental 214 60.7%Non Credit 180 71.7%aThis data does not appear to be accurate- 206 -

Table 20: Success and Retention in ADAP classesADAPAllRetentionSuccess# % %Course Academic Year TermADAP-100 07-08 Fall 4090.0% 82.5%Spring 12 91.7% 50.0%08-09 Fall 32 71.9% 53.1%Spring 12 83.3% 50.0%ADAP-210 07-08 Fall 20 90.0% 60.0%Spring 12 41.7% 25.0%08-09 Spring 8 100.0% 62.5%ADAP-240 07-08 Fall 17 88.2% 88.2%Spring 21 95.2% 81.0%08-09 Fall 13 100.0% 76.9%Spring 12 91.7% 91.7%ADAP-254 07-08 Fall 42 85.7% 69.0%Spring 41 73.2% 58.5%08-09 Fall 28 92.9% 67.9%Spring 26 84.6% 76.9%ADAP-255 07-08 Fall 17 88.2% 58.8%Spring 22 72.7% 54.5%08-09 Fall 9 88.9% 88.9%ADAP-256 07-08 Fall 25 100.0% 84.0%Spring 35 82.9% 71.4%08-09 Fall 26 76.9% 69.2%Spring 0 . .ADAP-258 07-08 Fall 24 91.7% 75.0%Spring 29 69.0% 55.2%08-09 Fall 15 80.0% 53.3%Spring 22 90.9% 72.7%- 207 -

5. Student SatisfactionStandardized information related to student satisfaction has not been solicited bythe program. This will be addressed in Service Area Outcomes in the futures.DSPS does follow a formal grievance process for students who believe they are notreceiving their accommodations as authorized. This policy is approved by theBoard of Trustees and available on the Shasta College DSPS website.General PlanningSystem’s Office (Chancellor’s Office) Strategic Plan – Several components of this planrelate directly to the services provided by DSPS. Goal A2 focuses on RemovingBarriers to Access and Student Success and specifically identifies challenges forstudents with disabilities:(http://strategicplan.cccco.edu/Portals/0/resources/ccc_strategic_plan.pdf)Students with disabilities face many barriers to access and success in addition tofinancial aid, appropriate courses and support services. These barriers include:physical restrictions on campus; access to distance education, software andother electronic resources; and availability of funding for interpreters to assist thedeaf. For students who are developmentally delayed, the complete lack of, orlimited availability of non-credit Disabled Student Programs and Services specialclasses in many Colleges limits their access to Community College education.Basic skills training, independent living, job preparation, and integration into thecommunity may all be delayed due to limited access to classes meeting theirneeds. (Page 24)One of the stated initiatives is to “Explore ways to improve access for students withdisabilities”. (Page 24)Overcoming BarriersAnother reference in the Strategic Plan directly relates to Shasta College special classes(ADAP), highlighting the way in which non-credit courses provide additional access tounderprepared and underrepresented populations, especially when offered in offcampuslocations.Support for the District Mission, Strategic Plan, and Institutional Learning Outcomes wasindicated through links that were provided earlier in the document.There are several national trends that guide future programming needs for DSPS:1. The increased public awareness and understanding of individuals with AutisticSpectrum Disorders and Asperger’s Syndrome has resulted in increasedenrollments of students with these disabilities in higher education. Several yearsago the publication Disability Compliance for Higher Education projected a 300%increase in the identification of students with Asperger’s Syndrome in postsecondary educational institutions. This has definitely been the case at ShastaCollege as we currently have over 30 students with Asperger’s. This will requiresupport and education for staff and faculty to enable these students to besuccessful and avoid a great deal of misunderstanding on the nature of theirbehavior.- 208 -

2. Veterans of the war in Iraq and Afghanistan are returning with numerous injuriesthat require they retrain into fields that can accommodate their disabilities. Manyindividuals are struggling with head injuries that have changed their opportunitiesfor the future. At this time DSPS does not offer any special classes specificallygeared for individuals with ABI or TBI that will assist them with adjustment to lifewith a head injury. Since many area physicians are sending these students out toparticipate in classes with the hope of regenerating neural activity, perhapsDSPS can plan an additional class on managing college life with TBI.3. As of July 2009, budget cuts to higher education, especially in California, haveresulted in decreased funding to a level that is only 60% of previous funding.Other districts have experienced immediate cuts to services, and it is anticipatedthat Shasta College DSPS will also implement reduction of services in futureacademic years. Areas are likely to be reduced include Assistive TechnologyLab and Learning Services hours of operation, Learning Disabilities Testing,teamed interpreting, special classes, adjunct counselors, and availability ofcounseling appointments. This is consistent with the impact experienced in othercommunity college DSPS programs.See Part 2.4 above and Appendix AStudent Learning OutcomesProgram SummaryThe Disabled Students Programs and Services has been a stable agent for access andparticipation by students who represent diverse backgrounds. The full array of servicesincluding intake and counseling, support services, instructional accommodations, andspecial class instruction facilitate student success. Program staff support the district innumerous functions in both instructional and student service areas. Responsibility forequal access is shared by the program and the district, and there is an active advisorycommittee representing the broader community.Program outcomes and services need ongoing evaluation through the SLO and SAOprocess, staffing needs require maintenance despite reductions in categorical funding,instruction should reflect the core mission of the district and meet the needs of a broadrange of students with disabilities, and technology must be upgraded regularly tooptimize its usefulness.- 209 -

Goals, Recommendations, Priorities, PlansIn reviewing the data and information provided in your self study, DSPS program staffhave identified primary strengths and weaknesses.Strengths• Strong collaboration with instructional areas as evidenced by presentations inclasses, faculty workshops, student basic skills workshops, consultation withfaculty, and participation in key academic and planning committees.• Newly renovated, centralized office setting that includes all components of DSPSservices and has easy physical access.• Sufficient counseling and instructional paraprofessional staff to provide a highlevel of responsiveness to student needs for services, appointments, access tocounselors and to program director.• DSPS staff participation through numerous committees and task forcesthroughout district• Long-standing curricular program for students with intellectual disabilities both oncampus and in community settings• Transition to use of Datatel for data entry needs will enable overall analysis ofoutcomes• Establishment of college website with program-level content control will facilitateimproved communication and dissemination of informationWeaknesses• Technological supports and services in Assistive Technology Lab have not beenkept current.• Staff turnover within past two years has highlighted the inconsistencies withprocedures and implementation of services. At times, knowledge aboutprocedures such as alt media production was primarily known only by individualswithout sufficient documentation or written procedures and descriptions. There isno DSPS operating manual with formal procedures and processes.• Insufficient collaboration with local high schools to facilitate use of DSPS servicesand special classes for newly transitioning students.• Lack of automation and electronic data input and accuracy limit ability to analyzeutilization and servicesDSPS does face some challenges and opportunities during the next five years.• Budgetary constraints have slowed the process of updating classroom buildingsand exterior pathways and parking lots to insure physical access in compliancewith the ADA.- 210 -

• Replacement of teaching faculty has not kept pace with retirements andresignations, resulting in all special classes now being taught by adjuncts insteadof permanent, tenured faculty• New facilities in Tehama County and Trinity County increase the opportunity forclasses but also challenges the availability of staff to provide specialized servicesto students with disabilities.• Support for transitions services at local high school district has recently comeunder fire, providing an opportunity to network with students and families and toencourage enrollment at Shasta College, both concurrently and after graduationBased on your critical evaluation of the items studied in Parts III and IV, please providerecommendations for the development, modification, and/or improvement of yourprogram. Identify the goals that were identified in the last program review and describewhether they were attained or not. If not, why not?- 211 -

Table 21: Goals from Program Review (2007-2008)Met Ongoing DiscontinuedX XAdvocate for making Shasta College’s catalog, class schedule, websites, and online classes accessible to students withvisual impairments and severe dyslexiaX X Establish procedures for on-campus closed-captioning services, incorporating adequate funding for serviceXInsure ADA-compliant access for students to all hallways, staff offices, exits and labs throughout the areas in and aroundthe DSPS officesX - Office wasrelocatedAssess and install soundproofing materials for DSPS counseling and testing offices in order to minimize distractions duringtesting, and insure confidentialityXSecure storage space for files and equipmentExpand the breadth of courses that are designed to teach students with disabilities how to improve their learningXstrategies, career planning and self-advocacy skillsXProvide full-time ADAP instructors at both the Tehama and Redding campusesXEstablish Student Learning Outcomes for all ADAP classesX XIncrease DSPS counseling and Learning Disability Specialist hours, keeping pace with demand as student participation inDSPS increases. Increase the availability of counseling and other DSPS services at distance education sitesXRe-EvaluatedEvaluate and implement means for insuring adequate staffing coverage in ATL and LSO throughout the 12 monthoperational yearEvaluate effectiveness of the accommodations that are currently provided and explore innovative strategies for serviceXdeliveryX A Acquire the services of a part time interpreter coordinator who is proficient in American Sign LanguageRe-EvaluatedXEvaluate pay scales and levels for sign language interpretersAcquire and upgrade technology resources supporting students with disabilities, including evaluation of emergingXtechnologyXUpdate and utilize student handbook, interpreter handbook, and faculty handbookXCreate procedure manual for office and service areasXCollaborate with public institutions to offer education and training around the needs of people with disabilitiesX XProvide specialized services such as technology support or LD assessments to the broader community that is consistentwith the overall mission of Shasta CollegeXImprove coordination between DSPS and campus MIS staff in the compilation, and submission of MIS data to theChancellor’sX X Explore ability to track services and involvement in DSPS through the Shasta College Office of Research and PlanningXInsure validity of data from Office of Research for comparison with other Shasta College programs and outcomesXCentralize data entry for services in front office, LSO, and ATL- 212 -

Program Goals1. Insure compliance with Federal and State regulations regarding physical access,electronic media access, and accommodations for students with disabilitiesThis is an ongoing goal that is the responsibility of the whole district.2. Maintain current and relevant curriculum support for students in all disabilitycategories, including special classes, study skills, tutoring, and workshops.Objectives: Annual review of ADAP courses according to Academic PlanFive-Year Review of Transitions Certificate August, 2010Responsible: DSPS DirectorDSPS Faculty - Instructional and Non-Instructional,including adjuncts3. Maintain current staff levels for disability services including counseling, LearningDisability assessment, and accommodations.Responsible: DSPS DirectorOngoing4. Coordinate and systematize office procedures, including use of electronic datacollection and storage, and standardized procedures for clerical and paraprofessionalduties.Responsible: DSPS Director June, 2011DSPS Paraprofessional and Clerical Staff5. Increase data collection and use of data for program planning.Responsible: DSPS DirectorDSPS CounselorsDSPS Clerical and Paraprofessional Staff June, 20126. Provide outreach and recruitment to promote enrollment of students with disabilities,and collaborate with local community agencies that serve people with disabilities.Responsible: DSPS DirectorOngoing- 213 -

Appendix A – Student Learning OutcomesCourse NameCareer Planning and DevelopmentCourse # ADAP 210Date 09/08/2008Form submitted byList faculty who participated in thisSLO cycleShasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesKendall Crenshaw – The only instructor for this course in Spring 2008, Steven Concklin, retired at the end of that semester.Steven Concklin wrote the SLO’s, and completed the assessments. This form was assembled by a colleague, KendallCrenshaw, based on records that Steven Concklin left behind. Kendall Crenshaw does not teach in the Adaptive Studies(ADAP program).Steven Concklin, instructor of record for the course in Spring 2008.STEP 1 = List expected studentlearning outcomes for the course1. Upon successful completion of ADAP 210 a student should be able to isolate and describe at least one realistic career.2. Upon successful completion of ADAP 210 the student should be able to describe at least two interests and personalitycharacteristics that are transferable to the selected career option.3. Upon successful completion of ADAP 210 the student should be able to outline a career plan containing educational andvocational steps needed to obtain the selected career option.STEP 2 = Describe method(s) used toassess one course outcome. (Also,specify which outcome is beingassessed, if more than one outcome islisted in Step 1).The assessment will be performed within two weeks of the beginning and within two weeks of the end of the semester.Who will administer the assessment: InstructorMethod: The student will prepare and submit a personal career résumé.How performance is rated successful: The student résumé must contain all three of the elements outlined above in theSLO.STEP 3 = After using the assessmentmethod(s), describe any comments onits success in accurately measuringthe learning outcome.None- 214 -

Course NameCourse #STEP 4 = Analyze assessment resultsa) Provide a summary of the data:Include the number of studentassessed and the % of studentssuccessful on the outcome.b) Summarize conclusions based onthe data, for instance, what strengthsand weaknesses in student learningwere revealed.STEP 5 = Apply results towardimproved instruction and learninga) Describe plans for improvement (viainstruction or other student support).Shasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesCareer Planning and DevelopmentADAP 210 (Continued)# ofStudentsAssessed# of Studentswho passedthe SLO%PassingSLO # 1. 3 students assessed, 3 students met SLO, 100%SLO # 2. 3 students assessed, 2 students met SLO, 67%SLO # 3. 3 students assessed, 0 students met SLO, 0%The instructor for this course, Steven Concklin, was involved in an auto accident during the Spring 2008 semester andmissed 2 months of instruction. A succession of part-time faculty filled in as best they could. Since this was such anatypical semester of instruction for this course it is difficult to make conclusions regarding this data. Steven Concklin retiredat the end of May 2008.The instructor of record for this course, Steven Concklin, retired at the end of May 2008. He did not leave any plans forimprovement for the following semester. This course is not being taught in Fall 2008. If this course is taught in a futuresemester the results of these SLO’s will be made available to whoever is hired to teach the course.b) Describe improvements actuallyimplemented (when applicable).Comments:- 215 -

Appendix A – Student Learning OutcomesCourse NameAdaptive Computer SkillsCourse # ADAP 254Date 09/08/2008Form submitted byList faculty who participated in thisSLO cycleShasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesKendall Crenshaw – The only instructor for this course in Spring 2008, Steven Concklin, retired at the end of that semester.Steven Concklin wrote the SLO’s, and completed the assessments. This form was assembled by a colleague, KendallCrenshaw, based on records that Steven Concklin left behind. Kendall Crenshaw does not teach in the Adaptive Studies(ADAP program).Steven Concklin, instructor of record for the course in Spring 2008.STEP 1 = List expected studentlearning outcomes for the courseUpon successful completion of ADAP 254 a student should be able to use a word processing program, employing softwareand hardware adaptations, to complete written assignments consisting of single paragraphs.STEP 2 = Describe method(s) used toassess one course outcome. (Also,specify which outcome is beingassessed, if more than one outcome islisted in Step 1).An assessment of computer processing skills will be performed within two weeks of the beginning and within two weeks ofthe end of the semester.Students will be given a sample paragraph and a stimulus question for which a response in paragraph form would beappropriate. The paragraph will be evaluated for style consistency according to the MLA style.STEP 3 = After using the assessmentmethod(s), describe any comments onits success in accurately measuringthe learning outcome.None- 216 -

Course NameCourse #STEP 4 = Analyze assessment resultsa) Provide a summary of the data:Include the number of studentassessed and the % of studentssuccessful on the outcome.b) Summarize conclusions based onthe data, for instance, what strengthsand weaknesses in student learningwere revealed.Shasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesAdaptive Computer SkillsADAP 254 (Continued)# ofStudentsAssessed24# ofStudentswho passedthe SLO23%Passing96%The instructor for this course, Steven Concklin, was involved in an auto accident during the Spring 2008 semester andmissed 2 months of instruction. A succession of part-time faculty filled in as best they could. Since this was such anatypical semester of instruction for this course it is difficult to make conclusions regarding this data. Steven Concklin retiredat the end of May 2008.STEP 5 = Apply results towardimproved instruction and learningThe instructor of record for this course, Steven Concklin, retired at the end of May 2008. He did not leave any plans forimprovement for the following semester.a) Describe plans for improvement (viainstruction or other student support).b) Describe improvements actuallyimplemented (when applicable).Comments:- 217 -

Appendix A – Student Learning OutcomesCourse NameHuman AwarenessCourse # ADAP 255Date 09/08/2008Form submitted byList faculty who participated in thisSLO cycleShasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesKendall Crenshaw – The only instructor for this course in Spring 2008, Steven Concklin, retired at the end of that semester.Steven Concklin wrote the SLO’s, and completed the assessments. This form was assembled by a colleague, KendallCrenshaw, based on records that Steven Concklin left behind. Kendall Crenshaw does not teach in the Adaptive Studies(ADAP program).Steven Concklin, instructor of record for the course in Spring 2008.STEP 1 = List expected studentlearning outcomes for the course1. Upon successful completion of ADAP 255 a student will be able to identify by name, from slides of male and femalemodels, the private and public body parts and their related functions.2. Upon successful completion of ADAP 255 the student should be able to describe these forms of physical stimulation: 1)touching, hugging, kissing, 2) masturbation, 3) sexual intercourse or sex acts with others.3. Upon successful completion of ADAP 255 the student should be able to describe 1) conception, 2) activity that can resultin pregnancy, 3) stages of fetal development, 4) types of birth control, 5) responsibilities of parenthood, 6) knowledge ofsexually transmitted diseases.STEP 2 = Describe method(s) used toassess one course outcome. (Also,specify which outcome is beingassessed, if more than one outcome islisted in Step 1).Method: The student will be administered an evaluation in the form of a comprehensive survey of the material presentedfrom the course outline during the semester. Slides from the James Stanfield Life Horizons courses will be presented forthe portions of the survey that pertain to visually conveyed materials such as body parts and sexual activities. The slidesare a component of a comprehensive educational program for student with intellectual disabilities.When: Within the time frame of the first two and last two weeks of the semester.Who: The instructor, Steven Concklin.How: The student will be administered an evaluation in the form of a comprehensive survey of the material presented fromthe course outline during the semester.- 218 -

Course NameCourse #Shasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesHuman AwarenessADAP 255 (Continued)STEP 3 = After using the assessmentmethod(s), describe any comments onits success in accurately measuringthe learning outcome.NoneSTEP 4 = Analyze assessment resultsa) Provide a summary of the data:Include the number of studentassessed and the % of studentssuccessful on the outcome.b) Summarize conclusions based onthe data, for instance, what strengthsand weaknesses in student learningwere revealed.STEP 5 = Apply results towardimproved instruction and learning# ofStudentsAssessed# of Studentswho passedthe SLO%PassingSLO # 1. 12 students assessed, 12 students met SLO, 100%SLO # 2. 12 students assessed, 12 students met SLO, 100%SLO # 3. 12 students assessed, 12 students met SLO, 100%The instructor for this course, Steven Concklin, was involved in an auto accident during the Spring 2008 semester andmissed 2 months of instruction. A succession of part-time faculty filled in as best they could. Since this was such anatypical semester of instruction for this course it is difficult to make conclusions regarding this data. Steven Concklin retiredat the end of May 2008.The instructor of record for this course, Steven Concklin, retired at the end of May 2008. He did not leave any plans forimprovement for the following semester.a) Describe plans for improvement (viainstruction or other student support).b) Describe improvements actuallyimplemented (when applicable).Comments:- 219 -

Appendix A – Student Learning OutcomesCourse NameReading for Life SkillsCourse # ADAP 256Date 09/08/2008Form submitted byList faculty who participated in thisSLO cycleShasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesKendall Crenshaw – The only instructor for this course in Spring 2008, Steven Concklin, retired at the end of that semester.Steven Concklin wrote the SLO’s, and completed the assessments. This form was assembled by a colleague, KendallCrenshaw, based on records that Steven Concklin left behind. Kendall Crenshaw does not teach in the Adaptive Studies(ADAP program).Steven Concklin, instructor of record for the course in Spring 2008.STEP 1 = List expected studentlearning outcomes for the courseUpon successful completion of ADAP 256 a student should be able to demonstrate enhanced reading and comprehensionby one-half of a grade level.STEP 2 = Describe method(s) used toassess one course outcome. (Also,specify which outcome is beingassessed, if more than one outcome islisted in Step 1).An assessment by the instructor, using both a pre- and post-test with the Classroom Reading Inventory, will be performedwithin two weeks of the beginning and within two weeks of the end of the semester.A student will be counted successful on the SLO if he or she improves performance in measured comprehension by onehalfa grade level or more.STEP 3 = After using the assessmentmethod(s), describe any comments onits success in accurately measuringthe learning outcome.None- 220 -

Course NameCourse #STEP 4 = Analyze assessment resultsa) Provide a summary of the data:Include the number of studentassessed and the % of studentssuccessful on the outcome.b) Summarize conclusions based onthe data, for instance, what strengthsand weaknesses in student learningwere revealed.Shasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesReading for Life SkillsADAP 256 (Continued)# ofStudentsAssessed12# of Studentswho passedthe SLO8%Passing67%The instructor for this course, Steven Concklin, was involved in an auto accident during the Spring 2008 semester andmissed 2 months of instruction. A succession of part-time faculty filled in as best they could. Since this was such anatypical semester of instruction for this course it is difficult to make conclusions regarding this data. Steven Concklin retiredat the end of May 2008.STEP 5 = Apply results towardimproved instruction and learningThe instructor of record for this course, Steven Concklin, retired at the end of May 2008. He did not leave any plans forimprovement for the following semester. This course is not being taught in Fall 2008.a) Describe plans for improvement (viainstruction or other student support).b) Describe improvements actuallyimplemented (when applicable).Comments:- 221 -

Appendix A – Student Learning OutcomesCourse NameMathematics for Life SkillsCourse # ADAP 258Date 09/08/2008Form submitted byList faculty who participated in thisSLO cycleShasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesKendall Crenshaw – The only instructor for this course in Spring 2008, Steven Concklin, retired at the end of that semester.Steven Concklin wrote the SLO’s, and completed the assessments. This form was assembled by a colleague, KendallCrenshaw, based on records that Steven Concklin left behind. Kendall Crenshaw does not teach in the Adaptive Studies(ADAP program).Steven Concklin, instructor of record for the course in Spring 2008.STEP 1 = List expected studentlearning outcomes for the courseUpon successful completion of ADAP 258 a student should be able to calculate answers to at least 8 of 12 problemsrequiring addition, subtraction, multiplication, and division of whole numbers.STEP 2 = Describe method(s) used toassess one course outcome. (Also,specify which outcome is beingassessed, if more than one outcome islisted in Step 1).The instructor will perform an assessment within two weeks of the beginning and within two weeks of the end of thesemester. The instructor will present three addition problems with one and two digit numbers, three addition problems with2 two digit numbers, three problems using two and three digit numbers, and three problems using monetary valuesinvolving 2 to three figure dollar amounts with cents. The instructor will present subtraction problems utilizing 3 problemsfrom each of 4 categories similar to those described for addition.STEP 3 = After using the assessmentmethod(s), describe any comments onits success in accurately measuringthe learning outcome.None- 222 -

Course NameCourse #STEP 4 = Analyze assessment resultsa) Provide a summary of the data:Include the number of studentassessed and the % of studentssuccessful on the outcome.b) Summarize conclusions based onthe data, for instance, what strengthsand weaknesses in student learningwere revealed.Shasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesMathematics for Life SkillsADAP 258 (Continued)# ofStudentsAssessed16# ofStudentswho passedthe SLO15%Passing94%The instructor for this course, Steven Concklin, was involved in an auto accident during the Spring 2008 semester andmissed 2 months of instruction. A succession of part-time faculty filled in as best they could. Since this was such anatypical semester of instruction for this course it is difficult to make conclusions regarding this data. Steven Concklin retiredat the end of May 2008.STEP 5 = Apply results towardimproved instruction and learningThe instructor of record for this course, Steven Concklin, retired at the end of May 2008. He did not leave any plans forimprovement for the following semester. This course is not being taught in Fall 2008.a) Describe plans for improvement (viainstruction or other student support).b) Describe improvements actuallyimplemented (when applicable).Comments:- 223 -

Appendix A – Student Learning OutcomesSLO FormName of Course, Degree, Certificate or Student Services Activity:DSPS Intake Sessions1a. State the SLO:Upon successful completion of DSPS Intake Session, a student should be able to: 1) Identify their disability,2) Identify Educational Limitations that result from the disability, and 3) accommodations that are appropriateto their educational limitations.1b. Which ISLOs are supported by this SLO? Check as many as apply but you must check at least one:Life and Professional SkillsEffective CommunicationCritical Thinking SkillsGlobal Consciousness and Responsibility2. Describe the assessment process in detail:When will the assessment be done?At the time of the student’s DSPS Intake Session or Learning Disability Assessment Resultssession (if the student is eligible for DSPS services).Who will do the assessment?The DSPS Counselor or Learning Disability Specialist conducting the session.Describe the assessment process in detail.The student will respond to a short questionnaire that asks them to verify that they understandwhat their disability is, state the educational limitations, and appropriate accommodations.Will there be any special materials/services available to the student during theassessment? If yes explain in detail.Accommodations as needed (i.e. interpreter, Braille, etc.)- 224 -

Appendix A – Student Learning OutcomesSLO Form (continued)3. State the Criteria for Student Success:A student will be considered successful on this SLO if they:1) Identify the Disability: They accurately identify their disability, as confirmed by theirDSPS Counselor or Learning Disability Specialist.2) Identify Educational Limitations: They accurately identify their educational limitations,as confirmed by their DSPS Counselor or Learning Disability Specialist.3) Identify Appropriate Accommodations: They accurately identify appropriate accommodations,as confirmed by their DSPS Counselor or Learning Disability Specialist.4. State the Rate for Institutional Success:1) Identify the Disability: 85%2) Identify Educational Limitations: 75%3) Identify Appropriate Accommodations: 85%8-14-2009- 225 -

Appendix A – Student Learning OutcomesShasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO CycleDepartment NameDisabled Students Programs and Services (DSPS)Student ActivityMemory Improvement WorkshopsDate 10/04/2007Form submitted byKendall CrenshawList faculty who participated in this Kendall CrenshawSLO cycleSTEP 1 = List expected studentlearning outcomes for the course75% of students will be able to identify the number of “chunks” of information that can usually be held in short-term memory.STEP 2 = Describe method(s) used toassess one course outcome. (Also,specify which outcome is beingassessed, if more than one outcome islisted in Step 1).At the end of this 75 minute workshop students are given the following multiple choice question:1. About how many chunks of information can short-term memory hold at any one time?a. between 5 to 8b. 13c. 3d. It depends on how familiar a person is with the information they are holding in short-term memory.STEP 3 = After using the assessmentmethod(s), describe any comments onits success in accurately measuringthe learning outcome.Students apparently learned this outcome. Additional SLO’s and multiple choice questions will be developed for the nextcycle.- 226 -

Department NameStudent ActivitySTEP 4 = Analyze assessment resultsa) Provide a summary of the data:Include the number of studentassessed and the % of studentssuccessful on the outcome.b) Summarize conclusions based onthe data, for instance, what strengthsand weaknesses in student learningwere revealed.Shasta CollegeCourse SLO Assessment Cycle WorksheetComplete SLO Cycle for CoursesDisabled Students Programs and Services (DSPS)Memory Improvement Workshops# ofStudentsAssessed51# ofStudentswho passedthe SLO51%Passing100%Students did learn a fundamental principle of short-term memory. Additional SLO questions regarding transfer of thecontents of short-term memory to long-term memory and/or the use of multisensory encoding would assess deeper levelsof learning.STEP 5 = Apply results towardimproved instruction and learninga) Describe plans for improvement (viainstruction or other student support).b) Describe improvements actuallyimplemented (when applicable).The 100% student success level confirms that the instructional techniques used in the workshop were successful. Theresults do not indicate a need to modify the short-term memory component of the Memory Improvement workshop. In thefuture, we will develop SLO’s that assess other components of the workshop such as multisensory encoding and accessinglong-term memory.Note: This workshop was not offered in Spring 2008.Comments:- 227 -

Appendix A – Student Learning OutcomesDSPS – April, 2009High School Orientation Student Learning OutcomesOrientation FormatStudents are given a 3 question pre-orientation survey to establish the level of their knowledge aboutShasta College and DSPS. This is referred to as the SLO pre-test. At the conclusion of the orientationparticipants are asked to respond to the same questions. This is referred to as the post-test.The 2008 and 2009 DSPS High School Orientations were structured so that the first hour is located onthe campus cafeteria stage and covers information about Shasta College and some information aboutDSPS and financial aid. During the following 40 minutes students split into two groups and participate ina campus tour which includes a presentation in the Assistive Technology Lab. When students returnfrom the tour the next hour is spent describing the matriculation process, campus resources, and DSPSservices in more detail. The final 20 minutes is reserved for questions and answers.AttendanceThe orientations are scheduled on two days. In 2009 those dates were April 2, and 3. DSPS invitesabout half of the school districts in our service area to attend one of those days, and the other half of thedistricts on the other day. High school special education instructors bring their entire classes to thesehigh school orientations. Approximately one-third of the students have expressed interest in attendingShasta College and are motivated to learn the Shasta College and DSPS related content presented inthe orientation. Approximately two-thirds of the high school students have substantially less interest in theorientation because they do not plan on attending Shasta College in the future. It can be challenging tohold this group’s attention during a 3 hour matriculation orientation. This stands in contrast to generalmatriculation orientations offered through the matriculation counseling center whereby all participantshave decided to attend Shasta College and have chosen to attend the orientation in order to learn aboutthe matriculation and registration process.Question #1Where would you find the days and the hours a class meets? Correct answer = Class SchedulePre-Test Post-Test 2009 Pre- to Post-Test Increase 2008 IncreaseCorrect 11 (15.3%) 27 (39.1%) + 23% + 25%Incorrect 61 (84.7%) 42 (60.9%)Question # 2Where would you find the graduation requirements for an AS Degree? Answer = CatalogPre-Test Post-Test 2009 Pre- to Post-Test Increase 2008 IncreaseCorrect 1 (1.4%) 23 (32.9%) + 31.5% + 31%Incorrect 71 (98.6%) 47 (67.1%)Question # 3List two possible services that a student with a disability may qualify for through the DSPS OfficePre-Test Post-Test 2009 Pre- to Post-Test Increase 2008 IncreaseCorrect 13 (17.8%) 18 (25.7%) + 7.9% +23%Incorrect 60 (82.2%) 52 (74.3%)- 228 -

One of the possible explanations for a weaker 2009 pre- to post-test increase compared to 2008 mayhave to do with the campus tours. In 2009 some of the scheduled 40 minute campus tours wentovertime approximately 20-30 minutes on both days. Some of the tours returned on time. Students onthe late returning tours missed a significant portion of the post-tour presentation covering matriculation,registration, DSPS, and other campus resources.In Spring 2010 there will be one DSPS orientation and will be held from 6-8 pm in the evening on April14. The change was made to improve the efficiency of the orientation and include parents of studentswith disabilities to attend. As with the general matriculation orientations, all attendees will haveexpressed interest in attending Shasta College and have chosen to attend the orientation. Campus toursare not a required element of matriculation orientations. This orientation will not include a campus tour.DSPS will offer high school special education classes a campus tour approximately one month prior tothe orientation.- 229 -

APPENDIX CDisabled Students Programs and Services (DSPS)Action Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotal AmountDescription of Activity/Planor DivisionObjective/GoalMaintain DSPS Counseling and Learning DisabilitySpecialist hours, keeping pace with demand as studentparticipation in DSPS increases. Increase the availabilityof counseling and other DSPS services at distanceeducation sites.1, 3 Stable staff levelsAcquire and upgrade technology resources supportingstudents with disability, including evaluation of emergingtechnologyInsure accessibility of all electronic media (Shasta Collegecatalog, class schedule, websites, and online classes)Explore ability to track services and progress in DSPSthrough data collection and analysis process, allowingcomparison to other programs both internally and at othercommunity colleges.Evaluate effectiveness of the accommodations that arecurrently provided and explore innovative strategies forservice delivery through the SAO process.Centralize data entry for services in front office, LSO, andATL.1, 2, 5 Braille Embosser $4,0001, 2 Staff release time NB2, 4, 5 NA NB1, 3, 5 NA NB1, 5 NA NB- 230 -

APPENDIX CDisabled Students Programs and Services (DSPS)Action Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotal AmountDescription of Activity/Planor DivisionObjective/GoalExpand the breadth of courses that are designed to teachstudents with disabilities how to improve their learningstrategies, career planning and self-advocacy skills.2 NA NBUpdate and utilize student handbook, interpreterhandbook, and faculty handbook.Insure ADA-compliant access for students to all hallways,staff offices, exits and labs throughout the areas in andaround the DSPS offices.Evaluate pay scales and levels for sign languageinterpreters; establish job description for captioner.1, 4 NA NB1 NA To be determinedby specific tasks1, 3 NA May result in wageincreases for a fewCSEA membersCreate procedure manual for office and service areas. 4, 5 NA NBCollaborate with public institutions to offer education andtraining (including assistive technology and LDassessments) around the needs of people with disabilities.Provide full-time ADAP instructors at both the Tehama andRedding campuses.Production of closed-captioning services media forinstructional use.6 NA NB2 1-2 Faculty Members $200,0001, 2 Work Study Students NB- 231 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010Extended OpportunityPrograms and Services (EOPS)andCooperative AgenciesResources for Education (CARE)Spring 2010

Student Services Program ReviewEOPS/CAREReporting Director: Sandra Hamilton-SlaneGeneral Program InformationProgram Definition/Description—EOPS/CAREExtended Opportunity Programs and Services (EOPS) and Cooperative AgenciesResources for Education (CARE) are programs are designed to assist students whohave academic potential, but traditionally might not attend the community college.Students must meet eligibility criteria that indicate both financial and educationaldisadvantage in terms of college readiness. Title 5 regulates the program and specifieshow funds can be used to meet program goals. Mandatory services to students includean EOPS orientation, a comprehensive education plan, three counseling contacts eachsemester, and assistance with purchasing or borrowing books. Over-and-aboveservices such as transportation, tutoring, childcare, and emergency loans are alsoincorporated into the Shasta College EOPS/CARE programs.Program Mission/PurposeThe EOPS/CARE philosophy is one of inclusion seeking to provide resources tostudents who might not otherwise attend a community college. The Shasta CollegeEOPS/CARE mission statement affirms this philosophy:The mission of Shasta College EOPS/CARE is to serve students who face economicand educational challenges by providing assistance, opportunities, and specific tools toachieve academic success. (Adopted July 2008)Further, the goals established for EOPS in Article 8 of the California Education Codeinclude:a. To increase the number and percentage of students enrolled in communitycolleges affected by language, social, and economic disadvantages, consistentwith state and local matriculation policies.b. To increase the number and percentage of EOPS students who successfullycomplete their chosen educational objectives.c. To increase the number and percentage of EOPS students who are successfullyplaced into career employment.d. To increase the number and percentage of EOPS students who transfer to fouryearinstitutions following completion of the related educational programs atcommunity colleges.e. To strive to assist community colleges to meet student and employee affirmativeaction objectives.f. To improve the delivery of programs and services to the disadvantaged studentpopulations.- 234 -

EOPSProgramSemesterThe EOPS Program mission statement and goals align specifically with the followingelements in the Shasta College mission statementto provide open access and opportunity to a diverse student populationto provide the knowledge and skills necessary for a student to succeedto facilitate the successful completion of four-year transfer educationto facilitate the successful completion of career-technical educationEligibility criteria for the EOPS program are established in Title 5. Admission to theprogram based on these criteria is exhibited in Table 1.TotalNot qualified forenrollment intomin ENGL orMATHTable 1: Eligibility Criteria for EOPSDid not graduatefrom highschool or obtainGEDProgram EligibilityHigh SchoolGPA below 2.5Previouslyenrolled inremedialeducationOther EligibilityCharacteristicsNumber Number Percent Number Percent Number Percent Number Percent Number PercentF 06 435 160 36.78 1 0.23 3 0.69 45 10.34 226 51.95S 07 340 100 29.41 . . . . 60 17.65 180 52.94F 07 460 97 21.09 1 0.22 . . 72 15.65 290 63.04S 08 303 67 22.11 . . 2 0.66 56 18.48 178 58.75F 08 448 84 18.75 . . 1 0.22 82 18.30 281 62.72S 09 294 71 24.15 . . 1 0.34 58 19.73 164 55.78As stated in section 2.1, educational disadvantage is a criterion for acceptance intoEOPS. Table 1 indicates a combined average of 42% of students in EOPS admitted dueto educational under-preparedness (average of all categories except ―Other EligibilityCharacteristics‖).All EOPS/CARE students in good standing with the program are eligible for services untilthey have completed six consecutive semesters, or a maximum of 70 degree applicableunits, or have received an Associate in Arts or Associate in Science degree.Program SLOs/SAOsService Area OutcomesOne of the mechanisms for insuring attainment of educational and career goals is theestablishment of a comprehensive educational plan. The EOPS ImplementingGuidelines for Title 5 stress the importance of a sequenced, multi-term, visual timeline ofrequired coursework for students to follow while enrolled. This timeline, or educationalplan, should be completed with the assistance of certificated counselors. Theeducational plan must be signed by the student and EOPS counselor, or director, andmaintained in the student’s EOPS file.- 235 -

EOPS/CARE at Shasta College has developed Student Learning Outcomes that areadministered during the New Student Orientation by pre-tests given to students beforethe orientation and post-tests which test for comprehension of the information providedin the orientation. Results are compiled and kept for comparison and modification offuture orientations. The first SLO related to student learning during specialized EOPSorientations. This SLO was measured in Fall 2006, Spring 2007, and Fall 2008.Specific outcomes related to Student Learning Outcomes are presented in detail later inthis document (Part IV).Program AnalysisProgram Service Area Quality1. StaffingTable 2: Staffing DistributionSemester Director Counselors Paraprofessional ClericalF 06 .5 2.6 2 1S 07 .5 3 2 1F 07 1 3 2 1S 08 1 2.6 2 1F 08 1 2.6 2 1S 09 1 2.6 2 1Director: Shasta College is in compliance with Title 5 regulations regarding thequalifications of the director. As of June 2009, the program employs a director for.5 FTE and a classified coordinator who is full-time. This meets the waiver criteriafor a full-time director as established in Title 5.Counselors: Title 5 requires over-and-above qualifications for EOPS counselors.These include both academic and employment requirements in the area of diversitytraining and counseling education and experience (See Section 56264 of the EOPSImplementing Guidelines). Full-time counselors are assigned 195 days of serviceper year.Classified Paraprofessionals: Beginning in Fall 2009, Shasta College EOPS/CAREincreased classified paraprofessional staffing levels to 2.5 FTE. This includes theEOPS/CARE Coordinator and the Eligibility Technician, along with an InstructionalParaprofessional.Clerical: EOPS/CARE employs a Senior Staff Secretary half-time for 12 months.This position was promoted to a Senior Staff Secretary level in November, 2009.It was converted into a joint position for EOPS and DSPS in Summer 2009. Theremaining .5 FTE was assigned to the instructional paraprofessional position.- 236 -

Current Staffing LevelsEOPS is governed by various program standards related to services and staffing.One standard that is ineligible for waiver by the Chancellor’s Office is Counselingand Advising. Students participating in EOPS are required to complete three (3)contacts sessions per semester, two (2) of which must be with qualified EOPScounselors. Until Spring 2009, EOPS/CARE students were able to count theirappointments with non-EOPS counselors as EOPS contacts. EOPS administratorswere advised by the Chancellor’s Office staff during a Technical AssistanceTraining on April 2, 2009 that this practice was not allowed. Requiring all contactsto be made with EOPS staff will increase staffing needs of the EOPS program.While the Chancellor’s Office does not have an established counselor-to-studentratio, it is helpful to establish some guidelines related to staffing levels. A generalrecommendation is that EOPS employ one (1) full-time counselor for every 350-400participants. This provides allowance for daily counseling preparation as outlined inthe Shasta College Academic Master Contract, for faculty participation in staffmeetings and college-wide committees, and for extended appointments which areoptimal for this programDuring most of the program year, this is adequate staff to run the program.However, at the beginning and end of each semester, participant demands forservices and counseling peaks. The numbers tend to overwhelm the receptionarea and the staff. Ongoing changes are made each semester to streamline theprocess of delivering ID cards and lending library materials. This includesscheduling of events, technological upgrades, and augmenting staffing levels withpart-time staff and student workers.There has been some staff turnover:- EOPS hired two staff secretaries over the past three years; each applied forand accepted higher positions within Shasta College.- The secretary position was reclassified to a Senior Staff Secretary position inFall 2009, but reduced in time to a 50/50 position sharing with DSPS.- A part-time (19.5 hours/week) instructional paraprofessional position wasadded to provide more direct services to students in place of the clericalsupport.- The Director position was filled full-time from 2007-2009, and then convertedto a shared director position with DSPS beginning July, 2009.Historically, EOPS and CARE have provided seminars each semester which weremandatory to participants. These seminars were not required by the Chancellor’sOffice, and while the topics were relevant to educational achievement, theyresulted in extra responsibilities for both students and staff. The discontinuation ofthese seminars has made the staff workload more manageable.2. Materials and EquipmentEOPS/CARE personnel routinely use PCs with Microsoft Office Suite as the mostcommon software. Outlook is used for e-mail and calendaring, Access and Excelfor data storage and tracking. Word and PowerPoint are commonly used fordocuments and presentations. In addition, most EOPS/CARE staff use the SARSappointment system to schedule and track student counseling and orientations, as- 237 -

well as Datatel to retrieve academic and demographic information on students.One other program used is the WASP book inventory and check-out programwhich allows us to track students’ use of Lending Library books. Laptops andProxima projectors are used for orientations and workshop presentations.All office equipment and most furnishings including desks, chairs and computersare provided and maintained by the district, and upgraded according to the districtmaster plan and policies. This applies to computer software programs as well.3. Faculty Availability for General College ServiceEOPS counselors serve in a variety of roles in the general college service.Counselors rotate their membership on faculty and institution-wide committees,and serve as advisors for campus student organizations. Counselors also makepresentations as requested to other student groups and campus outreachactivities. EOPS counselors regularly attend the general counseling meetings heldbi-monthly. Assignment and participation in general college service activities ismutually negotiated between the faculty and the EOPS Director.4. Service/Tutoring Centers/LabsEOPS/CARE services are over-and-above services that provide additional supportto students to assist them to be academically successful in their classes.Financial Aid AssistanceAcademic CounselingCARE ProgramPersonal CounselingTutorial AssistanceAssistance in understanding available scholarships,financial aid, and in completion of the financial aid(FAFSA) and BOGG (Board of Governors Grant)applications.Assistance in planning a career and in specificcourse selection. Provide personality and careerassessment inventories.Cooperative Agencies Resources for Education isa state funded program designed to assist singleparent students with direct services such aschildcare, transportation and school-relatedexpenses.Help with adjustments to college or other issues.Referral to other community and county supportagencies for long term counseling services.Provide individual assistance on a regular basis inmost academic areas.- 238 -

Transfer AdvisingFee WaiversStudent I.D. CardBook ServiceLending LibraryParking/Bus PermitsSupport ServicesAssistance in completing admissions applicationsand financial aid forms to other colleges anduniversities. Assist in completing EOPrecommendation form for UC and CSU. Maintainongoing collaboration with EOP at the four-yearinstitutions.EOPS/CARE students who are transferring to theUC or to the CSU systems can attach a fee waiverform to their admission application which will waivetheir admissions fees to that institution. Thisservice is to encourage them to apply to four-yearinstitutions.Each semester the students receive anEOPS/CARE I.D. card which is used to confirmtheir active status within the program and is alsoused in the bookstore to purchase textbooks and inthe EOPS lending library to borrow books.Provide students with a book service voucher topurchase textbooks through the campus bookstore. The amount ranges from $150 to $300 persemester.Students may borrow additional textbooks forclasses beyond what they purchase with their bookvoucher. The lending library also provides taperecorders or calculators for student use.Each semester, students may receive a parkingpermit, TRAX pass (Shasta College buses) or aRABA bus pass. It is a priority of the program thatno student should face any barriers in getting toand from school.Provide assistance to students in utilizingcommunity resources such as: Department ofSocial Services (TANF, food stamps, Medical) legalaid, childcare, etc. Staff members are alsoavailable to help students address personal andlifestyle issues that may affect their academicprogress.- 239 -

Outreach and Recruitment EOPS/CARE is involved in outreach andrecruitment efforts throughout the year in an effortto reach potential students. Staff members travel tolocal high schools, continuation schools, communitycenters, service organizations, and other locationswhere they utilize various means and activities toinform interested individuals of the educationalopportunities at Shasta College.OrientationContinuing EOPS/CARE Students: Review on asemester basis program updates and changes toEOPS and CARE, disperse EOPS I.D. cards andparking permits.New EOPS/CARE Students: Explanation ofprogram and guidelines for maintaining programeligibility, disperse EOPS I.D. cards and parkingpermits.EOPS EmergencyLoan ProgramWorkshopsCultural EventsOn a case-by-case basis, students can request amaximum of $150.00 per semester to assist themwith an emergency situation. Students providedocumentation and the EOPS/CARE Coordinatorevaluates the request and either approves ordenies it based on the criteria set for emergencyloans. The loans are an advance on approvedfinancial aid disbursements and are deducted fromthe next financial aid award check during thesemester.The EOPS/CARE programs conduct variousworkshops throughout the school year whichinclude study skills, financial planning, job seekingstrategies, and other topics of personaldevelopment. EOPS/CARE inquires about topicsof most interest to students, and providesworkshops on the topics on the most relevant andidentified needs.The EOPS/CARE programs conduct, support andparticipate in various cultural events throughout theacademic school year.- 240 -

Awards ProgramFor the past ten years EOPS/CARE has hosted anAcademic Achievement Recognition Ceremony forEOPS/CARE students who achieve a grade pointaverage of 3.0 or higher and complete 12 units persemester during the previous year. ManyEOPS/CARE students had never been recognizedfor their academic accomplishments, in spite of themany personal hardships or barriers they faced andovercame while attending Shasta College.The EOPS/CARE Recognition Ceremony awardsmedallions to students in the following categories:Distinction – 4.00Excellence – 3.50 -3.99Merit – 3.00 – 3.49The program also recognizes an EOPSOutstanding Student of the Year and a CAREStudent of the Year.ScholarshipsSummer ReadinessProgramThe EOPS/CARE programs have solicited over$20,000.00 in scholarship awards for students.Donors provide scholarships for outstandingstudents who are transferring or completing theirAssociate in Arts or Associate in Science degrees.Annual donors include Simpson University,National University, RREDCO, Redding Rancheria,and individual contributors.Each summer the EOPS/CARE program recruitshigh-risk high school or re-entry students andaccepts twenty-five participants to a two-weekacademic/residential program that is geared to givethese students a feeling of accomplishment andenroll as full-time students at Shasta College. Theprogram was in existence for 13 years and washighlighted as a model Summer Program at the Fall1998 Statewide EOPS Conference. This programwas last offered in Summer 2007.5. Opportunities for Professional DevelopmentTransfer Events - In the last two years, counselors have attended a number ofconferences for community college academic counselors, both alone and whilesponsoring transfer visits with students.CCCEOPSA (California Community College EOPS Association) - Both a counselorand a classified staff member attended the Student Service Conference in April2008. The Director, the EOPS/CARE Coordinator, and one counselor alsoattended the CCCEOPSA Conference in October 2008.- 241 -

Chancellor’s Office - Technical assistance training – One classified staff and theEOPS Director attended the EOPS Technical Assistance Training in April 2009.The Eligibility Technician and Director participated in the MIS webinar in July,2009. The new EOPS director attended the New Director’s training inSeptember, 2009.6. Employee SatisfactionThere has been no method of assessing this area outside of the personnelevaluation process. This will be included in future program evaluations.7. Internal Relations, Integration and CollaborationAs a member of the Student Services Council, chaired by the Vice President ofStudent Services, the EOPS Director interacts with all other Student ServiceDirectors/Deans on a weekly basis. This close contact has resulted in cooperativeefforts such as the initiative to integrate categorical program tutoring into thecampus Learning Centers. In addition, a close working relationship betweenEOPS and DSPS has resulted in shared facilities and staff, creating efficiencies forboth programs. As of July 2009, EOPS/CARE and DSPS share a director position.EOPS and Financial Aid collaborated to create a Student Learning Outcome forEOPS students during a mandatory Continuing Student Seminar. A Financial AidTechnician and the EOPS Director developed the seminar content and the SLOquestions. The results were compiled and analyzed for effectiveness. This was aparticularly important subject as some EOPS students do not file a FAFSA.In Fall 2009, the TRiO Student Support Services (SSS) program relocated to thesuite of offices occupied by EOPS/CARE. This is intended to increasecollaboration between programs. EOPS/SSS and EOPS/DSPS have counselorswho are qualified and work in both programs to allow students to fulfill programresponsibilities in both programs with just one counseling appointment. This alsoassists each program with having counselors who are familiar with other studentservices programs on campus.Student seminars have been presented by the Health Center staff, the CollegeTransfer Center, and a DSPS counselor who is knowledgeable in improvingmemory skills. Basic Skills also provides short workshops on many studentdevelopment topics, which EOPS students are encouraged to attend.EOPS staff members rely on the expertise of the bookstore textbook coordinator toidentify books for stocking the EOPS/CARE lending library. The bookstorepurchases used books from students during buy-back dates which EOPS canpurchase at a reduced cost, further extending access to affordable textbooks forEOPS/CARE students.EOPS uses its website and the College list-serves to notify the college communityabout its services and events. In addition, along with other student servicesprograms, EOPS is represented at the Shasta College Administrative Councilwhere the Director shares updates with department head, deans, and executiveadministrators.- 242 -

8. Survey other CCs for Common PracticesMost information sharing for EOPS programs takes place at events which aresponsored by or supported by the CCC Chancellor’s Office. These include theEOPS Association’s annual conference, intermittent technical trainings, regionalmeetings, and opportunities to serve on statewide EOPS committees. During the2008 Fall Conference, staff attended workshops on EOPS Learning Communities,effective basic skills enhancements for EOPS students, and several CAREworkshops. This resulted in a pilot project with the Basic Skills area to sponsor aLearning Community for a basic math class.The EOPS Director served on the EOPS Regional Coordinator’s Committee duringthe 2008-2009 program year and used the shared information from these meetingsto incorporate best practices into Shasta College’s EOPS program. The Directorhas developed relationships with several other EOPS Directors around the stateand communicates frequently with them when a practice is being assessed orchanged. For example, EOPS Technical Training offered in April 2009 addresseda number of issues that impact Shasta College, resulting in some programchanges.External Relations1. FacilitiesEOPS/CARE and DSPS are co-located in an office suite which is centrally locatedin the Student Center. They have historically shared a tutorial center and areception area. The TRiO Student Support Services program relocated to thatarea in the fall of 2009. At that time, reassignment of office space resulted in alarger room for the lending library and supplies. EOPS staff members are housedtogether and have individual offices, including an overflow office for adjunctcounselors. The tutorial center has been reassigned as a DSPS reception area,and tutorial services will be offered through the new Learning Services Centerwhen it opens in Spring 2010.While the three programs are co-located and share some overlapping staff, allservices, supplies, and program operations are independent. The exploration ofways to share resources that are consistent with guidelines and funding for eachprogram will be ongoing.EOPS/CARE has an advisory committee which is mandated under Title 5. Thecomposition of this committee was restructured in Fall 2008 to more accuratelyreflect the purpose of the committee and the requirements for participants. Someof the veteran committee members remained, but new members were recruitedfrom local high schools, community based organizations, and local educationinstitutions. Membership is detailed in Table 3.- 243 -

Table 3: EOPS/CARE Advisory Committee MembershipNAME AGENCY POSITIONJosie Agront Shasta College EOPS StudentDarryll Alvey Legal Services of Northern California Managing AttorneySusan Ayers Shasta College Staff Secretary, Tehama CampusDr. Bernell Hirning National University Redding Associate Regional DeanSherrie Howard Shasta High School CounselorMarie Moe Simpson University Assistant Director of EnrollmentAndrea MullensCommunity MemberSandra Hamilton-Slane Shasta College Director, EOPS/CAREEddie McAllister Shasta Co. Public Health Community OrganizerSamantha Saechao Shasta College EOPS/CARE CoordinatorKaren Schaefer Northern Valley Catholic Social Services Program ManagerDavid Tanner McConnell Foundation Scholarship OfficeJoAnn Turmell Redding, Rancheria Director of EducationIn the 2008-09 program year, the EOPS/CARE Advisory Committee met twice.The main topics were program goals, program updates, and discussion of theupdated EOPS Internal Policies and Procedures. During the Spring 2009 meeting,the committee viewed the New Student Orientation slide show and sharedinformation about relevant services offered by each of their own organizations.2. Contact with K-12 SchoolsEOPS currently has one part-time counselor who recruits from local area highschools. The number of students who come into EOPS from local campuses isunknown. One program, College Connection, works with EOPS to helpdisadvantaged high school students to access EOPS before taking Shasta Collegeclasses.Each year the local area high school counselors attend a conference at ShastaCollege in which EOPS counselors present information about the program andhand out brochures to the high school counselors.3. Contact with Community Colleges, and Four-Year Universities and CollegesEOPS/CARE counselors participate each year with other categorical programs andthe Shasta College Transfer Center to visit colleges and universities in NorthernCalifornia. EOPS counselors rotate with other campus programs in being theguide for these tours. In addition, Shasta College EOPS developed andimplemented a Summer Transfer Program in 2008, taking EOPS students to visitseveral colleges over a five day trip. Cultural and team building activities wereincorporated into the trip, which allowed students to develop relationships witheach other and staff. Many of these students have never traveled outside ofShasta County and express gratitude for this enriching opportunity.- 244 -

In addition, some CSU counselors have come to Shasta College EOPS to meetwith students who may be participating in EOP or who want to transfer to thatcollege. Last Spring, Humboldt State University sent a representative to meetspecifically with EOPS and TRIO students.Data about transfer to other colleges is becoming available district-wide. This is anarea that requires a coordinated effort with other programs including matriculation,information technology, and research and planning office.4. Articulation with High Schools, Universities and CollegesEOPS/CARE does not have any individual articulation agreements with highschools, universities, or other colleges. These are all centralized through thecollege articulation in Enrollment Services and high school articulation throughcareer and technical education within Enrollment Services and Employment andWorkforce Development at Shasta College.5. Please describe how you work with community agencies, programs, ororganizations?EOPS works with community agencies primarily through its advisory committee.The members of this committee come from agencies and institutions which have astake in education in general and in educating disadvantaged students inparticular. An example is the participation of the program manager of the Teenand Placement Program (TAPP) from Northern Valley Catholic Social Serviceswhich serves pregnant and parenting teens. Another example is a connection withthe Managing Attorney of Legal Services of California who also sits on the advisorycommittee. These connections provide EOPS/CARE with the opportunity to seeand understand services which can benefit our students.Resource Efficiency1. SupportEOPS/CARE requires support from the following Shasta College departments:Business OfficeInformation TechnologyHuman ResourcesEnrollment ServicesFinancial AidDean of StudentsCampus SafetyFood ServicesExtended EducationDisabled Students Programs and ServicesPrint ShopPhysical PlantBookstore- 245 -

Typically, all offices at Shasta College are responsive and helpful. In a climate oflimited hiring, the services continue to be delivered with good customer services.2. Use of TechnologyEOPS/CARE staff use PCs for daily work such as e-mail, word processing,spreadsheets, databases, scheduling appointments, and presentations. Each workstation has its own printer, and there is a communal printer for large jobs and forcolor printing. In addition to the Shasta College networked computers, there is acomputer connected to a book inventory program (WASP) which is used for theEOPS Lending Library. EOPS also uses a projector for student orientations andpresentations.The program is gaining momentum in the use of increased contact and services tostudents through the use of technology. The EOPS/CARE Web site is updatedregularly and contains important information such as deadlines, student status, andstaff contact information. Reminder calls about deadlines and counselingappointments are now automated using SARS Call, and the lending libraryinventory program has been upgraded.Shasta College uses Windows 2003 operating system. The SARS program isused to schedule counseling appointments and orientations, and the automatedcall system is in place for appointment reminders and announcements. ShastaCollege also uses Datatel for enrollment management and fiscal services.EOPS has several stand-alone programs for the student database and the lendinglibrary. The ACCESS database program used is outdated and considerationshould be given to upgrading the version used and archiving old client files or toconverting to Datatel. The inventory program used for the lending library has beenupgraded and is being installed on several computers for greater use on peaklending library days.3. Comparison with Other InstitutionsComparison with other Region 1 community colleges in terms of EOPS participantsand allocation is provided in Table 4.Table 4: Averages for Past Three Years (2006-07, 2007-08, 2008-09)AverageAverageEnrollmentAllocationPercent ofTotalEnrollmentAverageAmountperStudentShasta College 1,236 8.0% $ 1,174,771 $ 950College of the Redwoods 1,503 14.9% $ 1,029,727 $ 685Lassen College 405 12.3% $ 401,823 $ 992Butte College 1,618 7.9% $ 1,448,322 $ 895College of the Siskiyous 404 6.9% $ 421,146 $ 1,042Feather River College 199 5.5% $ 231,961 $ 1,166- 246 -

As can be seen, Shasta College is at the midrange as compared to Region 1institutions in the size of the EOPS program as a percent of student population.The actual allocation is 2 nd highest, with average amount spent per student 4 th ,indicating Shasta College has below average per student funding as comparedwith other Region 1 schools. (Note: All programs receive a minimal allowance forprogram administration, and additional allocation based on student population.Hence, schools with smaller student participation appear to receive more moneyper student, unless these standard administrative fees are deducted.)4. Facility Use/AvailabilityEOPS/CARE is currently housed in the South end of the Student Center along withother student service programs such as DSPS, TRIO, and the student Health andWellness Center. This is a convenient location for the programs near theAdministration Building which includes offices for Administration, EnrollmentServices, Counseling, Admissions and Records, the Career and Transfer Center,and Financial Aid. Aside from lack of storage areas for materials and supplies, thespace is adequate for the staff and easy for students to navigate.EOPS is open Monday through Friday from 8 am to 5 pm, including the lunch hour.Orientations and special presentations are offered in the evenings as well asduring the day to accommodate working students. The EOPS office is open yearroundwith hours during the summer shortened by closure of the office for the lunchhour and for the day at 4:30 pm.In Fall 2008, the office was open two evenings a week for counselingappointments. There was little use of the hours during these evenings, so itwas decided to discontinue the practice.5. Faculty and Classified StaffingTable 5 displays the staffing composition and number of counseling appointmentsfor EOPS/CARE.Table 5: Staffing Composition and Counseling AppointmentsYears 2006-07 2007-08 2008-09Fall Spring Fall Spring Fall SpringFull Time Faculty 2 2 3 3 2 2Part-Time Faculty .60 .60 .60 .60 1.60 1.60Ratio F/T to P/T 3 to 1 3 to 1 5 to 1 5 to 1 1.25 to 1 1.25 to 1# of StudentsServed(EOPS/CARE)825 / 70 890 / 47 887 / 43 839 / 35 875 / 50 865 / 34# of Support Staff 4 4 3 3 3 3Faculty/StaffDemographics# ofCounseling Appts.2.6 White3 Asian1 NativeAmerican2.6 White3 Asian1 NativeAmerican3.6White3 Asian3.6White3 Asian4.5White3 Asian4.5White3 Asian1,111 1,000 1,217 1,186 1,451 1,438- 247 -

6. EquipmentEOPS/CARE follows the Shasta College policy for replacement of technologyequipment. Other equipment is purchased as needed and with the approval ofAdministration. EOPS Title 5 prohibits the purchase of furniture or large equipmentunless it is approved by the Chancellor’s Office.7. Budget Information, Requests, Action PlansThe EOPS budget is based each program year on the average number ofparticipants during the prior three years. The Shasta College EOPS budget hasbeen growing steadily as the program increases the number of participants. UntilFall 2009, the budget has been adequate to the needs of the program at whichtime changes were made to program requirements to manage employee workloadmore efficiently. The categorical cuts of 2009-2010 have required shared positionsin the Director and Senior Staff Secretary, but as previously mentioned, it alsoaugmented the direct services positions with a part-time instructionalparaprofessional.A general reconsideration of the services and priorities of the program is essentialin this time of restricted funding. For example, access to affordable textbooks isbeing offered through an enlarged lending library service to balance the reductionin the amount of book vouchers.Depending on the number of students and staffing patterns, the EOPS budgetshould remain stable throughout the program year. Some transfers do occur dueto personnel changes or the number of participants who request a particularservice. Budget transfers in the EOPS budget are exceptions and generally takeplace toward the end of the program year to balance line items.The Shasta College budget cycle begins in February of each year with allotmentfor staff salaries and benefits. The remainder of the budget for services, studentaid, and office support are then set based on the previous year’s EOPS allocation.Consideration for the required college match contributes to the amount EOPS willrequest in allocation.Once EOPS program allocations are confirmed from the Chancellor’s Office,usually in July or August of each year, the Director, in consultation with programstaff and the Vice President of Student Services, looks at a number of factors inconsidering where to allocate funds. Factors include services to students,numbers of students, change in the allocation, and staffing needs. Table 6illustrates the expenditures for direct aid to students each year and providesparameters for anticipating future enrollment numbers and level of aid.Table 6: Average Expenditure per Student# Students Direct Aid Amt./Student % Budget2008-2009 1,225 $583,362 $476 44.00%2007-2008 1,234 $625,741 $507 45.60%2006-2007 1,243 $573,399 $461 50.00%- 248 -

8. Reach of ServicesAn adjunct EOPS counselor is available in Tehama County for orientations,counseling appointments, and outreach activities. Prior to 2009-2010, studentscould have credit for an EOPS contact if they saw any Shasta College counselor;as previously noted, this is not longer possible. EOPS counselors and staffcoordinate with students through email, postal mail, and phone calls whenevernecessary. The EOPS website is designed to provide access to information andforms needed for students who are not able to come to the main campus.Student Success1. Data and AccessTables 7 through 10 display demographic information about EOPS/CAREparticipants in comparison with Shasta College in general.Table 7: Program EnrollmentSemester EOPS CAREF 06 825 70S 07 890 47F 07 887 43S 08 839 35F 08 875 50S 09 865 34Average 863.5 46.5Declining participation in the CARE program is of concern. Many of these studentsdo not participate in CalWORKS or receive cash aid throughout the year,disqualifying them from CARE. On average, CARE students cannot attend schoolfull-time, which is a requirement for EOPS.Table 8: Demographics – GenderSemester EOPS % Female SC % Female EOPS % Male SC % MaleF 06 68.9 61.1 31.1 38.9S 07 66.2 58.8 33.8 41.2F 07 68.4 61.4 31.6 38.6S 08 67.0 58.6 33.0 41.4F 08 65.6 60.4 34.4 39.6S 09 65.7 57.4 34.3 42.6As shown in table 8, female students are consistently overrepresented in EOPS ascompared to Shasta College in general. Typically, an overwhelming majority ofCARE participants are female, but this would not account for all the disparity withinthe EOPS program- 249 -

Table 9: Demographics – AgeSemester % Age 17 and Under % Ages 18-24 % Ages 25-49 % 50+EOPS SC EOPS SC EOPS SC EOPS SCF 06 8.1 9.0 48.9 43.2 38.6 35.4 4.4 12.3S 07 2.2 6.4 50.9 42.3 40.5 37.6 6.5 13.4F 07 4.3 8.7 48.8 44.1 42.8 35.6 4.0 11.4S 08 2.1 6.5 50.4 43.1 43.4 38.0 4.1 12.2F 08 4.1 9.2 49.8 44.9 42.4 34.9 3.7 10.9S 09 1.7 6.5 49.3 43.9 45.1 38.3 3.9 11.2SemesterTable 9 reveals that approximately half of the participants in EOPS/CARE aretraditional age students, (ages 18-24). This is higher than overall attendees atShasta College. Furthermore, in five of the six semesters, fewer than 10% ofEOPS/CARE participants were either under 18 or over 50 years old. Again, theage distribution in these categories is significantly lower than for the overallpercentage of Shasta College students.% White,Non-HispanicTable 10: Demographics – Race/Ethnicity% % Asian % African- %HispanicAmerican AmericanIndian /% Other /UnknownAlaskanEOPS SC EOPS SC EOPS SC EOPS SC EOPS SC EOPS SCF 06 69.8 76.5 9.9 8.7 3.8 2.6 3.1 1.2 5.3 3.4 8.1 7.3S 07 69.2 76.1 10.5 8.5 4.6 2.9 2.6 1.2 6.1 3.4 7.0 6.1F 07 68.6 76.1 10.6 8.4 5.1 3.3 2.1 1.3 6.5 3.3 7.0 8.5S 08 70.1 75.5 10.9 8.9 5.0 3.2 2.4 1.3 4.4 3.6 7.3 7.8F 08 69.3 75.9 9.7 8.5 5.2 3.2 3.5 1.3 5.4 3.7 6.9 7.9S 09 68.1 74.9 9.8 9.0 6.0 3.1 3.8 1.3 6.0 3.7 4.1 7.9EOPS/CARE makes a significant contribution towards support of diversepopulations. Table 10 highlights the higher participation of students from culturallydiverse backgrounds in all non-white race-ethnicity categories.As stated in section 2.2, the goals of EOPS are to increase the number andpercentage of EOPS students who transfer to four-year institutions and to increasethe number and percentage of EOPS students who are successfully placed intocareer employment. Figures 1 and 2 emphasizes the centrality of this goal, in thatalthough students participating in EOPS are considered underpreparedacademically, they are enrolling primarily in transfer level courses, along with nontransferlevel. Additionally, on average, over 60% of the courses are non-technical.- 250 -

Figure 1: EOPS Course Enrollment by Course LevelEnrollment by course level100%90%80%70%60%50%40%Transfer LevelNon-transfer levelDevelopmental30%20%10%0%F 06 S 07 F 07 S 08 F 08 S 09Figure 2: EOPS Course Enrollment by Course TypeEnrollment by Course Type70%60%50%40%30%20%CareerTechnicalNot CareerTechnical10%0%F 06 S 07 F 07 S 08 F 08 S 09The application process for EOPS has not historically asked students about theirgoals for education. The program requires them to be working towards transfer oremployment goals, but this information has not been collected and collated.Rather, student goals are established and recorded on the Educational Plan whichis reviewed and updated each semester with an EOPS counselor.The data tables above reflect fairly accurately the information about the EOPSprogram participants. There is some incomplete data unique to EOPS, such as ingraduation rates, and some information that is missing district-wide, such astransfer information. EOPS has a dedicated position of eligibility technician whocollects and inputs data for MIS reporting, and as a staff member in the program,- 251 -

he is able to increase the reliability of the data due to his familiarity with theprogram components.2. ProgressOutcomes for students in EOPS are compared with students in Basic Skills coursesand with overall Shasta College students in Table 11. EOPS students have averagecumulative GPAs that are lower than the general population but higher than studentsin Basic Skills classes. Similar results occur in average GPAs lower than 2.0 and inaverages of students with GPAs over 3.5.Table 11: Cumulative GPA for EOPS, Basic Skills, and overall Shasta CollegeSemester CUM GPA % GPA < 2.0 % GPA >3.5EOPS BS SC EOPS BS SC EOPS BS SCF 06 2.3 2.1 2.5 31.7 42.7 26.3 8.6 11.9 18.4S 07 2.4 2.1 2.5 26.9 41.0 26.1 9.4 10.6 20.0F 07 2.4 2.0 2.5 28.0 46.4 28.7 8.6 9.4 18.2S 08 2.5 2.1 2.5 24.6 42.4 28.2 9.6 13.1 20.4F 08 2.5 2.0 2.4 23.9 44.8 29.3 11.8 11.5 18.8S 09 2.6 2.0 2.4 19.7 46.6 30.2 13.2 13.0 19.5Data on course retention and success show similar outcomes to those on averagecumulative GPA, with EOPS participants showing retention and success rates thatare lower than overall Shasta College students but higher than students enrolled inBasic Skills courses.Table 12: Course Retention 1 and Success 2Semester % retention % SuccessEOPS BS SC EOPS BS SCF 06 83.4 81.4 84.8 64.8 61.0 68.7S 07 80.4 77.8 85.7 62.9 58.1 70.6F 07 81.2 79.1 84.5 61.1 59.4 68.1S 08 83.0 80.6 86.5 63.0 60.4 68.4F 08 80.5 83.0 83.1 65.4 62.2 69.0S 09 84.6 83.8 86.9 68.0 61.9 69.81Retention - students who were present at census and received an evaluative grade atthe end of the course2Success indicates students who were present at census and received a grade of C orabove at the end of the course3. SuccessWhile student academic goals are recorded on their educational plan, this data isnot entered into Datatel in a consistent or reliable fashion to allow us to measurecompletion of academic goals. One measure of success is the number of unitscompleted by EOPS students each semester, which is documented in Table 13.- 252 -

Table: 13 Units Completed by EOPS StudentsSemester % Completed0 Units% Completed12 or more Units% Planned 12 ormore UnitsF 06 16.5 43.38 82.38S 07 19.7 38.29 82.06F 07 16.7 39.75 86.08S 08 12.8 37.88 84.44F 08 13.0 42.24 85.39S 09 11.0 44.51 85.58The percentage of students completing 12 or more units is nearly half of those whoplanned to complete 12 or more units. This information does raise concern sincethe program requires students to be enrolled in 12 units and make progresstowards completion of their goals. This data will need to be tracked andinvestigated further, with a likely recommendation to monitor compliance withprogram requirements more rigorously.- 253 -

Table 14 again highlights the course success by enrollment level for EOPSstudents. Success rates in each level of coursework are similar, indicatingappropriate placement in each level of rigor.Table 14: Enrollment Level and Success for EOPS StudentsSuccess# %Academic Year Term Course Level06-07 Fall Transfer level 1,714 64.8%Non-Transfer Level 395 64.1%Developmental 181 67.4%Spring Transfer Level 2,191 64.4%Non-Transfer Level 470 58.7%Developmental 192 56.3%07-08 Fall Transfer Level 2,712 62.8%Non-Transfer Level 536 55.2%Developmental 213 55.4%Spring Transfer Level 2,767 64.1%Non-Transfer Level 523 61.2%Developmental 194 51.5%08-09 Fall Transfer Level 3,013 65.7%Non-Transfer Level 597 63.3%Developmental 218 66.1%Spring Transfer Level 3,069 68.7%Non-Transfer Level 637 64.8%Developmental 213 67.1%- 254 -

Table 15 is mostly incomplete, but data for the academic year 2008-2009 show that 112students received a degree or certificate, 65% of which were AA or AS degrees.Table 15: Graduate StatusNumber of GraduatesAcademic Year06-07 07-08 08-09Degree or Certificate . . .Associate of Art . . 41Associate of Science . . 31Certificate-less than 1 year 4 10 24Certificate-more than 1 year 2 5 16Total 6 15 1125. Student SatisfactionStudent Satisfaction is measured through a student satisfaction survey which wasgiven to students during continuing student seminars or during third contactcounselor appointments. At the end of Fall 2008, 557 students completed andturned in the survey. The survey asks students to rate services provided by EOPSservices and program structure.Ratings of most EOPS services were generally favorable. Book vouchers andtransportation support (bus passes, parking permits) were rated as outstanding by78% and 77% respectively. The lending library and EOPS counseling were ratedas great or outstanding by 75% and 84% of respondents respectively. Tutoringservices, EOPS emergency loans, transfer services, and CARE packages andworkshops were all rated as needing improvement (ranging from 36-49% ofrespondents).Responses directly related to program staff were very high, ranging from 87-95%on prompt and courteous service, effectiveness of EOPS counseling, remindersand notices, and updates about student status.One issue that arises in satisfaction surveys relates to expectation and needs. It ispossible that the elements that students are dissatisfied with do not relate directlyto elements that are under local control, but are regulatory or constrained by thebudget. The survey form may need revision to specify areas of dissatisfaction todetermine whether service delivery should be improved, or whether students needmore information about what is possible within the parameters of the program.Student complaints are handled at every level of the program. Front officeemployees are usually the first to hear about a complaint. If it is something theycan handle, it is resolved immediately. Program staff may also have to deal withstudent complaints and depending on the problem, may also resolve the issue. Ifan issue can’t be resolved, the matter is referred to the EOPS Director who willspeak to the student, either in person or on the phone. When the issue is- 255 -

complicated, students are asked to fill out a form explaining the issue and how theyfeel it should be resolved. The EOPS Director may refer the student to the VicePresident of Student Services or may contact the Chancellor’s Office for additionalinformation. EOPS typically follows Shasta College’s Administrative Procedure(Administrative Procedure 5425-Student Grievances) when a problem cannot beimmediately resolved.No changes have been made to the student complaint process. The StudentServices Council has been looking at ways to make this process consistent acrossstudent services programs.EOPS/CARE exists to support students who are financially and economicallydisadvantaged and are less likely to access and complete higher education.Support structures include academic support such as counseling, early alertintervention, transfer advisement, and educational planning. Financial supportstructures include purchase and loan of textbooks, transportation, and emergencyloans. One area of potential planning is in the area of supplemental instruction forEOPS students.Counselors in the EOPS/CARE programs provide extensive assistance to studentswho are planning to transfer. They evaluate education plans for students whoneed this information for Financial Aid or to transfer to another institution. Thereare no plans to expand this service, as EOPS/CARE counselors have othermandates for meetings with EOPS students.Generally speaking, EOPS counselors work with students only during businesshours. Exceptions are that some EOPS events take place in the evening or onweekends, and EOPS uses mailings, e-mails, and automated calling to contactstudents for appointment reminders and other important information. The EOPSwebsite provides information on timelines, lending library resources, and number ofEOPS contacts. The website is updated by EOPS staff at least monthly.Formal placement level assessment is done through the college-wide matriculationprocess. EOPS counseling faculty can recommend and evaluate career aptitudeand interest inventories to assist students with career planning. The applicationprocess for EOPS is a brief questionnaire containing eligibility criteria only.Changes to the application form and process that can more fully assess studentmotivation and rationale for applying to the program is under consideration toincrease the level of compliance by program participants.General PlanningShasta College EOPS/CARE programs meet many of the goals listed in theSystem Strategic Plan. Specifically, the EOPS program mission is to servestudents who traditionally have not had access to higher education. This alignswith Goal A—College Awareness and Access by seeking out and serving studentswho have economic and educational disadvantages. The financial services, suchas book vouchers and transportation assistance, remove barriers from studentswho otherwise couldn’t afford to attend Shasta College, while the academicservices such as counseling, assessment and Basic Skills, level the playing fieldfor students who have not received an education preparing them for college.- 256 -

EOPS at Shasta College does outreach through a part-time counselor housed atthe Tehama Center. This counselor recruits from local high schools in Shasta andTehama Counties and provides needed services to outlying communities. Theprogram also uses multiple delivery methods to reach students, including webbasedinformation, automated phone systems, and print materials.Socio-economic diversity is at the core of the EOPS program. Students qualifybased first on low-income status, then on educational disadvantages such as lowGPA, lack of exposure to higher education, or belonging to a group or culture thatis not represented at Shasta College. EOPS Counselors are required to meetadditional criteria on diversity education and training and the staff of EOPS issocially and culturally diverse.The EOPS Mission Statement—―to serve students who face economic andeducational challenges by providing assistance, opportunities, and specific tools toachieve academic success,‖ reflects Shasta College’s commitment to ―openaccess and opportunity for success to students who have diverse backgrounds,interests, and abilities.‖Trends in Basic Education include new designs in providing supplementalinstruction to students who struggle with Basic Skills. EOPS at Shasta College hasbeen looking at ways to integrate its tutoring and Basic Skills services into the newLearning Resource Center which is set to open in the Spring of 2010.Currently marketing is largely through the student body by word of mouth, throughthe general Shasta College orientations, and through the assistance of the ShastaCollege recruiter. Efforts to meet specific populations, such as Latino students,need to be improved. Attending local meetings of Latino organizations and hiring aLatino counselor are ideas for improvement in this area.Until recently EOPS/CARE funding has been reasonably stable. Recent budgetcuts to California Community Colleges have decreased funding stability. However,as long as the cuts are not catastrophic, the program should be able to supportthem by increasing efficiencies of program structure and services. An example ofthis is to save money on printing by planning ahead for bulk mailings and sendingthe order to the print shop. Another example would be to streamline distribution ofservices in ways that would require less staff time.Student Learning Outcomes/Service Area OutcomesSee Part 2.3 above and Appendix A- 257 -

Program SummaryEstablishment of goals and priorities is dependent on several external factors. TheCalifornia Community College Chancellor’s Office has indicated that budget reductionsof 40% will likely be sustained through 2012-2013. These budget cuts prevent programexpansion, limit the numbers of students who can participate in EOPS/CARE, andreduce amount of financial support available to the student. Shasta College intends tomaintain a part-time EOPS Director during that time span, and staffing increases are notexpected. Turnover in key positions such as the EOPS Director over the past five yearshas resulted in changes in policies and procedures. Implementation of programexpectations has been subject to changes that directly impact participants.While EOPS/CARE provide a vast array of services as listed in Section 3, quantitativeand qualitative information about these services and their impact on student outcomeshas not been collected. There is some concern that student motivation and investmentin EOPS is inconsistent; some students complete all program activities and maintainstrong academic performance, while others do not meet program guidelines and areplaced on restriction. EOPS/CARE staff could benefit from more information about thegoals and motivation that lead students to participate in EOPS/CARE and about theservices and procedures that best support those goals.Goals, Recommendations, Priorities, PlansThe previous EOPS/CARE review was completed in 2004-2005. There were noprogram goals included in that document.Current EOPS/CARE goals:1. Conduct ongoing program evaluation through data collection and analysis,implementation of SLOs and SAOs, and student surveys.2. Stabilize student participation in EOPS and CARE programs with consistentprocedures and services that meet the mission of the program to foster studentsuccess and self-determination.3. Monitor eligibility requirements and program participation to insure that thestudents who are most at risk educationally and financially have access to theEOPS/CARE program.4. Insure adequate program resources in both financial and personnel areas.5. Reinstate instructional support through study skills workshops, tutoring,supplemental learning, etc.6. Employ staff and technology resources that facilitate participation by studentsin off-campus locations.- 258 -

Appendix A – Student Learning Outcomes/Service Area OutcomesEOPS / CAREEOPS/CARE at Shasta College has developed Student Learning Outcomes that areadministered during the New Student Orientation by pre-tests given to students before theorientation and post-tests which test for comprehension of the information provided in theorientation. Results are compiled and are kept for comparison to future orientations.Institutional Student Learning Outcomes targeted by these SLOs include EffectiveCommunication, Critical Thinking Skills, and Global Consciousness and Responsibility.SLOs developed in 2006-07 have been updated and redesigned for 2008-09. The followingcharts illustrate the SLOs and assessment processes for both New EOPS/CARE students andcontinuing EOPS/CARE studentsNew Students SLO for 2007-08Upon completion of an EOPS New Student Orientation, a new student will demonstrateincreased knowledge related to the policies and services of the EOPS Program.Design - Students will be given a pre-test prior to the New Student Orientation which asks threequestions specific to the EOPS/CARE programs. After the completion of the New StudentOrientation, a post-test with a set of questions on the same subject will be given.Procedure - Students completed a fill-in-the blank questionnaire pre and post orientation withthe following items:1. Identify what the acronym EOPS stands for.2. Identify the number of EOPS counseling contacts required each semester.3. Articulate the criteria for completion of the EOPS program.Evaluation - Percent of students who correctly answer the post-test questions will be calculatedand compared to the percent of students who correctly answered the pre-test questions. Thisdata will be to determine if orientation materials are providing relevant information to students.In the Fall 2006 and Spring 2007 cycles, 314 students were assessed for student learningoutcomes during the new student orientations.Pre-Test Post-Test % Correct Post Test % Increase1. 20 286 91% 85%2. 164 308 98% 46%3. 7 262 80% 78%The same format was used in Fall 2008, but with different questions.1. Identify EOPS service(s) that are lost when placed on “EOPS probation”.2. Identify EOPS service(s) that are lost when placed on “EOPS restriction”.- 259 -

Assessment using this pre and post orientation questionnaire yielded the following results:Pre-Test Post-Test % Correct Post Test % Increase1. 7 287 69% 68%2. 6 286 69% 68%SLOs were chosen by the counselor presenting the orientation. The presenters changed insubsequent years, and no explanation was documented for the change in questions on the preandpost-test. Reassignment of orientation duties also resulted in the failure to measurelearning through this SLO process in several semesters, which explains the missing data.For the most part, the results indicated which information was not understood as well byparticipants and allowed presenters to modify their presentations in order to emphasize thisinformation more.Student Learning Outcomes for Continuing EOPS StudentsBecause the initial SLO evaluated student learning only at their entrance into the program,additional SLOs were identified for continuing students. The overarching goal was that studentswho continue with EOPS will build skills and knowledge which will enhance their success atcompleting their educational goals. The first SLO related to knowledge of financial aidrequirements, a workshop topic identified by 28% of respondents on the student satisfactionsurvey. Below is the SLO for students completing their first semester during 2008-2009.Upon completion of an EOPS Continuing Student Seminar, students will be able to demonstrateincreased knowledge of Financial Aid services, timelines, and requirements and willdemonstrate knowledge of how to link EOPS/CARE services with Financial Aid to increasecollege resources and success.Design - All Continuing EOPS students were required to attend a Continuing Student Seminarwhich provided students with program updates and information sessions related to EOPSStudent Learning Outcomes. The Seminar topic for Fall 2008 was “EOPS/CARE and FinancialAid: Pairing Resources for College Success.” A pre-test on the topic was given prior to theseminar to obtain the students’ baseline knowledge and a post-test conducted at its completion.Procedure - Students were assigned a number which was used instead of their names. Pre andpost-test data was matched by student number for increased accuracy when comparingpercentage increases in knowledge about Financial Aid resources. Longitudinal data onretention of information was supposed to be collected through questionnaires during third EOPScontact appointments at the end of the Spring 2009 semester or by mail. Questionnaires werenot administered or collected during the third contacts.In 2009-2010, EOPS/CARE stopped providing seminars each semester which were mandatoryto participants. These seminars were not required by the Chancellor’s Office, and while thetopics were relevant to educational achievement, they resulted in extra responsibilities for bothstudents and staff. The discontinuation of these seminars has made the staff workload moremanageable.- 260 -

Service Area OutcomeEOPS/CARE wants to make sure that students make the most of their time at Shasta Collegeand have a complete and understandable road map to their educational goals. In order to dothis, students need frequent guidance and professional counseling to develop semester-bysemestereducational plans. EOPS/CARE has taken steps to make sure that a two semestereducational plan is developed in the students’ initial appointment with an EOPS counselor. Thesecondary goal is to have each EOPS student have a complete educational plan by the end oftheir first year in the program. The following Service Area Outcome reflects these goals.EOPS/CARE will provide complete educational plans for students whose goal is an Associate ofArts or Science, transfer to a four year college, or a vocational certificate.Assessment of Outcomes:To accomplish this EOPS/CARE will:Extract data on all students to determine which have expiring education plans.Send letters to students who have expiring education plans on a regular and timelybasis.Develop a two semester educational plan during a new student’s first counselingappointment.Schedule students for follow-up appointments if the educational plan is notcompleted.How to assess if SAO is met:Eligibility Technician runs data on all students to determine if the educational planhas been completed or is in need of update.Counselors review files as they meet with students and update educational plans onthe spot or make subsequent appointments to do so.Generate a report listing students without complete educational plans and schedulethese students for a counseling appointment.Developing a complete educational plan for each student in EOPS remains a priority, andstudents who need a complete or updated educational plan are identified and notified by ourEligibility Technician. A letter is sent to each student stating that they need to make acounseling appointment to update or complete their educational plan. Analysis of this data hasnot been completed and an assessment of this SAO remains to be completed.- 261 -

APPENDIX CEOPS/CAREAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotal AmountDescription of Activity/Planor DivisionObjective/GoalUpgrade or expand ACCESS database, considermigrating to Datatel1, 3 Training on new ACCESS database forupgraded operating system; training inDatatel; electronic storage capacityEstablishment of peer advisors for tutoring, eventplanning, skills building, program compliance, mentoringCollect and analyze information on student outcomes:Program eligibility and exitsTransfer informationProgram goals and achievementEnrollment thresholdsUse of services and attendance at events2, 4, 5 Recruitment and employment of studentworkers1, 2, 3 Training or support for research andplanning.$10,000/yr.(grantfunded)Stabilize program procedures and student expectations 1, 2, 3Implement SLOs and SAOs annually 1, 3Increase CARE participation 1, 3- 262 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010Financial Aid OfficeSpring 2010

Student Services Program ReviewFinancial Aid DepartmentReporting Director: Benna StarrettProgram Definition/DescriptionGeneral Program InformationThe Financial Aid Office provides state and federal financial assistance programs forstudents in higher education to assist them in reaching their educational goals. TheFinancial Aid Office promotes financial assistance opportunities through literature, officeand college websites, on and off campus outreach activities, events, workshops in bothEnglish and Spanish, and individual appointments with students and their families.Program Mission/PurposeThe Mission of the Financial Aid Office is to increase the number of students receivingfinancial assistance, which will contribute to the successful completion of their academicgoals.The Financial Aid Office is often the first contact a student will access at the College.Financial Aid staff has been well-trained in the many services available to students inaddition to financial aid information and make a concerted effort to inform students ofthese services. By informing students of the many resources available, the Financial AidOffice enables students to achieve their academic potential and aligns with the College’smission.Program SLOs/SAOsAll Financial Aid Office SLOs and SAOs were developed, implemented and completed.The emphasis was on the awareness of students understanding how to accessinformation about financial aid and the importance of completing the financial aidprocess.Program Service Area Quality1. StaffingProgram AnalysisThe current staffing levels are not meeting the needs of all students, especiallyunder-represented students. During the 2008-2009 academic year the FinancialAid Office became more involve with the federal Chafee foster youth program.The students in this program need much more assistance than the averagestudent in terms of counseling services, both academic and personal. Many- 265 -

egin college without a high school diploma Most have never had anyexperiencing handling money and are poor money managers once they do beginreceiving financial aid assistance. Since no one monitors whether homework getscompleted or classes are attended many fall behind in class and end upwithdrawing, being put on financial aid probation disqualification which affect theoverall success of the federal CHAFE grant program.The Financial Aid Office currently has a full time director, five full timetechnicians, three full time assistants and one scholarship/short term loanprocessor. The loss of a staff member due to budget cuts has caused difficultyin providing quality services to this ever growing population.2. Materials and EquipmentThe Financial Aid Office staff is dependent on the Datatel computer system toprocess financial aid applicants. It also utilizes the internet to download studentinformation from the Department of Education, the California Student AidCommission and various other agencies. In addition, students need access tothe internet to apply for the FAFSA on-line and also to use the various links fromthe financial aid web site.3. Faculty Availability for General College ServiceFinancial Aid staff provides a valuable addition to college committees andoutreach services. Following is a listing each staff member’s service:Robin Darcangelo Accreditation Standard MemberFinancial Aid Technician Student Equity Committee MemberTextbooks Committee MemberH.S. Counselors Meeting PresenterCinco de MayoPresenterLatino Leadership Network MemberOutreach and Recruitment Cash for CollegeLocal High SchoolFinancial AidPresenterCollege Quest8 th Grade DayWelcome DayLorelei Hartzler Accreditation Standard MemberFinancial Aid Technician Cinco de Mayo Planning CommitteeParticipantOutreach and Recruitment Cash for CollegeLocal High SchoolFinancial AidPresenter8 th Grade DayWelcome DayCollege QuestPresenter- 266 -

Barbara Stufflebeam Foster Youth Program LiaisonFinancial Aid Technician Outreach and Recruitment Cash for CollegeLocal High SchoolFinancial AidPresenterWelcome DayCinco de MayoParticipantBi-Lingual (Spanish)Joanne Hughes Outreach and Recruitment Cash for CollegeFinancial Aid TechnicianCollege QuestWelcome DayCinco de MayoParticipantAlan Ulrey Outreach and Recruitment Cash for CollegeFinancial Aid TechnicianWelcome Day8 th Grade DayCinco de MayoParticipantAngela Nava Latino Leadership Network MemberScholarship Processor Cinco de Mayo ParticipantOutreach and Recruitment Welcome DayCollege QuestRenee Garcia Cinco de Mayo ParticipantFinancial Aid Assistant Computer Web Site MemberOutreach and Recruitment Welcome DayCollege QuestShiloh Williams Cinco de Mayo ParticipantFinancial Aid Assistant Outreach and Recruitment College QuestWelcome DayLai Saelee Cinco de Mayo ParticipantFinancial Aid Assistant Outreach and Recruitment Welcome DayBi-Lingual (Mien)4. Service/Tutoring Centers/LabsThe Financial Aid Office could certainly be considered a center. Students applyfor fee waivers prior to enrolling for classes to save paying $26.00 per unit. Ifstudents need help to buy books, short-term loans are available up to $350.00.Students are able to apply for over $350,000.00 in scholarship funds through theFinancial Aid Office. Students apply for all federal and state financial aid fundswith the FAFSA application.The Financial Aid Office was open Monday and Tuesday from 8 a.m. until 7 p.m.Wednesday and Thursday from 8 a.m. until 5 p.m. and Friday from 8 a.m. until4 p.m. through the middle of November 2009.- 267 -

Staff processed over 6,000 completed financial aid applications for more than$14,000,000.00 in 2008-2009. The total unduplicated number of fee waiversgiven for 2008-2009 was 8,156 totaling $1,743,040.00.The Financial Aid Office provides the best possible service with the number ofstaff it has. One financial aid assistant position was not refilled due to budgetcuts. Financial aid applications are up by over 20% for 2009-2010 and adding inthe lost position, a huge backlog in the processing of applications for 2009-2010was created. A decision was made to change the office hours to help give theoffice more time to process without interruptions.The office hours are now Monday 8 a.m. until 6 p.m., Tuesday closed andWednesday, Thursday, and Friday 8 a.m. until 5 p.m. This has made a hugedifference for the students. At one point application processing was behind bytwelve weeks and now it is down to four weeks.5. Opportunities for Professional DevelopmentPrior to 2008-2009 financial aid staff were able to take advantage of Cal Granttraining offered by the California Student Aid Commission, federal loan trainingoffered by Ed Fund and attend various training programs offered several times ayear by the California Community College Student Financial Aid Administratorsorganization. Staff has had to reduce the number of training sessions due tobudget cuts.Federal regulations require staff providing financial aid administration at collegeshave a certain level of knowledge about all federal programs being administered.In addition, the staff must be knowledgeable about IRS regulations which requireattending workshops to keep current on changes. Therefore, it is very importantthat financial aid staff attend as many training sessions as possible. TheProfessional Development Committee during fall 2009 raised the amount ofassistance to full-time staff to $500 to help cover travel costs which has been agreat help.6. Employee SatisfactionThe Financial Aid Office staff is generally satisfied with how it assists students inreaching their educational goals. As mentioned in Staffing and Service areas, ithas become increasingly stressful during fall 2009 due to the 20% increase in thenumber of students seeking financial assistance and staff not being able to keepup with the demand.7. Internal Relations, Integration and CollaborationThe Financial Aid Office collaborates closely with Admissions and Records Officeto ensure as many students as possible have their Board of Governor fee waiveron the computer system for them to enroll. Having an excellent workingrelationship with Admissions and Records facilitates solving issues for studentsusually on the spot.- 268 -

Counselors are a very important resource for our financial aid students. Manyneed an evaluated educational plan completed before receiving financial aid.Financial aid staff provides workshops for the EOPS and DSPS offices to assistthe students in these programs how to complete the financial aid application(FAFSA) online and educate them about all financial aid services.Financial aid materials are provided to the Shasta College extended campussites in both English and Spanish. Financial aid workshops and loan entranceand exit sessions are also provided at the Tehama campus.To ensure correct information is provided on the MIS report that is required bythe Chancellor’s Office the financial aid staff work closely with technologydepartment.The financial aid staff participates with other student services offices duringCinco de Mayo, Welcome Day, 8 th Grade Day and Ag Day.Scholarship listings and other important financial aid information are placed in allfaculty member mail boxes for them to post and announce the scholarshipavailability in their classroom. The Financial Aid Office web site is also a placefor students, staff and the community to learn about the many financial aidresources available to them. Financial aid events are also posted to the ShastaCollege home page.8. Survey other CCs for Common PracticesRegion I Financial Aid Offices hold telephone conferences every other monthduring the year in conjunction with the Chancellor’s Office. The Financial AidDirectors discuss budgets, college costs, new regulations and new or differentways to develop processes to be more efficient. We discuss the cost ofattendance for each institution before determining the next year’s studentbudgets to ensure similar budgets for our region.External Relations1. Facilities - NA2. Contact with K-12 SchoolsIt is very important that financial aid staff visit local high schools during thestudents’ senior year to inform them of the financial aid and scholarshipopportunities available. High school counselors invite the financial aid staff toprovide parent nights so students and parents are equally aware of the financialaid and scholarship application processes and deadlines.In addition, the financial aid staff are very involved with the state’s Cash forCollege promotion and provide workshops to students at the local high schools tohelp them complete the financial aid application and to apply for state and federalscholarships. Our efforts provided our local high school students with over- 269 -

$142,000.00 in state scholarships during 2008-2009. Shasta College FinancialAid Office facilitated the largest number of students ever attending Cash forCollege event.College Quest is a college fair sponsored each year by the Shasta Union HighSchool District Office which brings together College counselors, student servicesand financial aid staff providing information to hundreds of high school studentsand their parents in their quest to find the right college.3. Contact with Community Colleges, and Four-Year Universities and CollegesThe community colleges in Region I hold telephone conferences several timesthroughout the year to discuss financial aid issues that are on the forefront. Inaddition, many times during the school year staff must contact many differentcolleges to verify if a student is concurrently enrolled and already receiving fundsfrom the other institution before funding the student at Shasta College, whichwould result in an overpayment for the student.4. Articulation with High Schools, Universities and Colleges - NAResource Efficiency1. SupportThe financial aid staff requires the assistance of the counselors to provideeducational plans for a portion of financial aid applicants before their financial aidfile will be complete.We also depend heavily on Admissions and Records for access to studentrecords. Admissions and Records staff is very timely in processing grades eachsemester which allows the financial aid staff to determine which financial aidstudents will be put on probation or disqualification status.When a student has not responded to efforts to contact him/her then an e-mail issent to the instructors who have been very supportive either by responding to thee-mails in a timely manner or sending students to the Financial Aid Office.2. Use of TechnologyThe Financial Aid Office uses the integrated Datatel system to process financialaid applications. The internet is used continuously to download student files fromstate and federal agencies into Datatel. Required state and federal financial aidreports completed for these same agencies must be uploaded to maintaininstitution eligibility.The technology department has been very supportive of the needs of theFinancial Aid Office. Technology staff responds in a timely manner whenever anissue which will affect students receiving their funds arises.- 270 -

The Financial Aid Office is in discussion with the Assessment Office to determineif an arrangement to use the computers for financial aid students to apply onlinewould be a possibility.3. Comparison with Other InstitutionsRegion I schools confer with one another on many issues affecting our financialaid students. College of the Redwoods is probably most like Shasta College interms of the number of financial aid recipients and the size of their Financial AidOffice.4. Facility Use/AvailabilityThe Financial Aid Office is not large enough and the area set aside to speak tostudents is not conducive to much privacy. Conversations with students cancarry down the hallway for anyone to hear.When financial aid workshops are provided it is difficult to reserve rooms on daysand times convenient to students.The Financial Aid Office has been available to students Monday and Tuesdayfrom 8 a.m. until 7 p.m., Wednesday and Thursday from 8 a.m. until 5 p.m. andFriday from 8 a.m. until 4 p.m. Beginning November 2009 the office hourschanged due to financial aid applications increasing by more than 20% for 2009-2010 which created a back log of completed files to process, loss of one staffmember due to budget cuts and the under utilization of our evening hours bystudents. The office hours are now Monday 8 a.m. until 6 p.m., closed onTuesday for processing, Wednesday through Friday from 8 a.m. until 5 p.m.5. Faculty and Classified Staffing2006-200710 full time classified support staff9 females and 1 male6167 financial aid applicants2007-200810 full time classified support staff9 females and 1 male6938 financial aid applicants2008-20099 full time classified support staff8 females and 1 male8389 financial aid applicants- 271 -

6. EquipmentThe only issue with equipment at this time is room for storage to maintain threeyears of working files. Financial aid files have increased over the past threeyears with 2009-2010 increasing by 20%. The current filing cabinets are not ableto accommodate this increase. Small moveable filing cabinets are helping withoverflow and the current financial aid files are being relegated to boxes. When itbecomes financially feasible I plan on purchasing at least one new filing cabinet.7. Budget Information, Requests, Action PlansThe Financial Aid Office budget is not sufficient to cover its program needs. Themajority of the budget is for salaries and benefits. The College receives Board ofGovernor fee waiver monies based on the number of BOG fee waiversprocessed for students. The College must match a portion of these monies as“Maintenance of Effort”. Originally, the program monies were used to hire twofinancial aid assistants and two financial aid technicians and any remaining fundswere used to purchase any needed equipment. In addition, the Financial AidOffice was able to contribute monetary assistance to other student servicesoffices for certain student events. When the budget began tightening up theCollege moved additional financial aid staff from the general fund and addedthem to the BOG fee waiver fund.The College receives a $5.00 administrative allowance for each Pell grantprocessed by the Financial Aid Office. This amounted to $14,835.00 for 2008-2009 and applied to the general fund. An administrative allowance of 5% wasalso received due to the financial aid staff processing Supplemental Grant(SEOG) and College work/study funds which amounted to $31,000.00 in 2008-2009 and were applied to the general fund.Based on a report by the Chancellor’s Office the unduplicated number of financialaid recipients for 2008-2009 resulted in 4594.9 FTES for Shasta College.8. Reach of ServicesStudents can apply for financial aid online, return required paperwork by mail, faxor in person and receive financial aid checks by mail. It is not necessary for astudent to ever step foot in the financial aid office unless they choose to. Theonly exception is if a student applies for a federal student loan. All students arerequired to attend an entrance loan session to learn about their rights andresponsibilities as potential borrower. These entrance loan sessions areprovided on campus on various dates and times each month. Sessions are alsooffered at the Tehama campus. If a student is enrolled in online courses onlyand is out of tri-counties area then arrangements are made for a one on onephone session.Every year the financial aid staff provides financial aid parent nights at all ourlocal area high schools but due to budget cuts we were forced to cut back onoutreach efforts. We joined forces with the states’ Cash for College programand disseminated information only to the local high schools who requestedassistance with the program.- 272 -

In 2009-2010 the Financial Aid Office will team up with the other student servicesoffices and provide assistance at several “Information Nights” planned eachsemester.Student Success1. DataThe following FTES data was provided by the Chancellor’s Office. The totaldollar amount is what was disbursed to all students for all federal, state and localprograms.2006-20076167 financial aid applications received4408 financial aid recipients4026.7 FTES were generated by financial aid recipients$10,272,592.00 disbursed2007-20086938 financial aid applications received5266 financial aid recipients4453.1 FTES were generated by financial aid recipients$11,868,203.00 disbursed2008-20098389 financial aid applications received7443 financial aid recipients4594.9 FTES were generated by financial aid recipients$14,750,204.00 disbursedMany students expect funding immediately upon filing the FAFSA application.However, due to the numbers of financial aid applicants it may take two weeks totwelve weeks to process a completed financial aid file depending when in thesemester it is completed. Financial Aid staff educate the students with “Steps toSuccess” checklist that indicates what step the student has reached in thefinancial aid process.A BOG fee waiver is available to pay enrollment fees for students. More than50% of the student population applies and is eligible for the fee waiver. Thosestudents who need assistance with books until their other financial aid funds areavailable to them may borrow a short-term book loan of up to $350.00 persemester.The Financial Aid Office works closely with the Technology Department to ensurethat our data is accurate before submitting it for the MIS reporting.- 273 -

2. Access3. Progress4. SuccessThe College has not engaged in this research.Financial aid recipients must have a financial need, an educational goal andcontinue to make satisfactory academic progress to receive financial aid funds.The goal must lead to a degree, transfer or vocational certificate. The studentmust also complete 75% of the units attempted each semester with a minimum2.0 grade point average. If the student is unable to achieve those numbers thenthey are put on “Financial Aid Probation”. Should this occur a second time theyare given “Financial Aid Disqualification”. About 35% of the total financial aidrecipients receive either probation or disqualification each semester.How the financial aid population compares to general student populationregarding academic success has not been researched in the past but it is one ofgoals of the Financial Aid Office to request that information.Data has been requested from the Technology Department to provide a listing ofstudents who received a certificate or diploma during 2007-2008 and it will becompared against financial aid recipients for that year.5. Student Satisfactiona. How do you measure student satisfaction?The Financial Aid Office surveys financial aid students every few years toreceive feedback on what’s working, any barriers to success, etc.b. What have you learned from those measures?Students felt the wait time in line to receive service was too long. Theysuggested additional staff to help with the workload. This year with such alarge increase in financial aid applications students were complaining aboutthe length of time it took for them to receive funding.c. How does your program deal with student complaints?The majority of complaints are due to federal or state regulations which makethe student ineligible for financial aid. Other complaints usually result frommiscommunication. Either way, student complaints are considered veryserious and resolved immediately.d. What changes have you implemented in response to student complaintsand/or satisfaction measures?- 274 -

General PlanningThe District hired four additional staff 2004-2005 when it received BFAPfunds from the Chancellor’s Office and re-worked the office space to alleviatethe long wait for service. The Financial Aid Office lost a position due tobudget cuts in July 2008. Loss of a staff member and the 20% increase infinancial aid applicants forced the Financial Aid Office to reduce hours byclosing on Tuesdays for processing.The Financial Aid Office mission is tied directly to the following goal of the System Planwith regards to College Awareness and Access.The financial aid staff provides presentations to high schools, middle schools, and toother on campus college programs to encourage students to apply for financial aid toattend college.Workshops are held specifically to assist families with completing the financial aidapplication online. A bi-lingual staff member has been helpful in providing information toour Latino population.The Financial Aid Office contributes to the goals of the “Shasta College Strategic Plan2009-2012” in the following areas: I. Student Learning and Growth, II. Quality Staffingand, IV. Community Connection:I. Student Learning and GrowthStrategy I.3f – Improve the dissemination of information about programsand services available to students throughout the District.The Financial Aid Office web site was created to educate students andthe community on the many grants and scholarships available to them. Italso provides many links to various state, federal and other agency websites which are excellent resources for students. The site provides aquestion and answer section that answers many questions for studentsand their families. There is a link to e-mail financial aid staff withquestions and concerns which is answered as quickly as possible.Many of our financial aid brochures are provided to students in Spanishas well as English. The FAFSA is provided to students in English,Spanish and Braille.II. Quality StaffingStrategy II.2a – Implement training and develop manuals for classifiedstaff to standardize processes across offices for like jobs, duties, andfunctions.The Financial Aid Office has developed manuals to train its staff. Federaland state regulations change every year and it is critical that staff isknowledgeable when explaining changes to students and their families- 275 -

that may affect their financial aid eligibility. Consistency must be followedwhen processing a financial aid file.IV. Community ConnectionStrategy IV.2c – Develop a schedule of open houses, tours, activities, andevents to promote community involvement, collaboration, and familiaritywith college programs and services.The Financial Aid Office holds several workshops on campus each yearto assist students in completing financial aid applications. May has beendeemed Financial Aid Awareness Month by the Chancellor’s Office sofinancial aid staff provides a fun event over several days informingstudents about financial aid resources and assisting them to apply forfinancial aid.Financial aid staff along with other student services staff participatesevery year in Cinco de Mayo, 8 th Grade Day and AG Day events topromote good will with the community.Student Learning OutcomesSAO: The Financial Aid Office will work directly with students and their families withinthe Shasta Community College District to increase the awareness of completing theFAFSA online.Assessment: Financial aid workshops will be held on campus, at local high schools, andCash for College events. Individual appointments to assist students with onlinesubmissions of their FAFSA will be available. Additional promotional materials will bedeveloped and distributed.SAO: The Financial Aid Office will make financial aid web page available 24/7 forfinancial aid applicants in order to provide quick and accurate information at any time thestudent needs it.Assessment: The Financial Aid Office will make available scholarship and BOG feewaiver applications which can be downloaded for completion. The web page will includelinks to important financial aid sites such as, FAFSA, CSAC, CHAFEE, NSA, SSS, IRS,EDFUND. It will also offer answers to frequently asked questions.SAO: The financial aid staff will work directly with each student placed in “exception”status.Assessment: Students placed in “exception” status will be sent a reminder by financialaid staff if a response has not been received within a month. The reminder will explainthe items needed to complete their financial aid file. If the student does not respondafter an additional two weeks, financial aid staff will phone the student and again explainthe items needed to complete the financial aid file.- 276 -

SLO: The student will demonstrate an understanding of how to complete the FreeApplication for Federal Student Aid (FAFSA) online as reflected by the number of onlinesubmissions of the FAFSA application.Assessment: The Financial Aid Office will compare the number of year-to-date (YTD)students that completed the FAFSA online with the number of students using paperFAFSA’s and compare that to the previous year.SLO: The students will utilize the financial aid web page to maintain up-to-dateinformation regarding financial aid, available grants, scholarship offerings, loan sessionsand important dates for financial aid deadlines.Assessment: The Financial Aid office will tally the number of “visits” the web pagereceives to determine its usage.SLO: The student will demonstrate an understanding of the importance of completinghis/her financial aid file in order to receive funding.Assessment: The Financial Aid Office will calculate the percentage of students whocomplete their financial aid file after being placed in “exception” status.The Financial Aid Office staff developed the SLO’s and SAO’s based on customercomments and staff concerns that students were not completing files in a timely manner.The financial aid staff has increased the number of workshops to assist students incompleting their financial application online. The same workshops are being providedto other campus departments such as DSPS and EOPS.A form was developed called “Steps to Success” which is distributed to students eachtime they make contact with the Financial Aid Office to educate them on where they arein the financial aid process.The technology department provided the assessment information and the Financial AidOffice will continue to request updates regarding the number of students applying for aidonline versus paper filing.Financial aid staff monitors the number of students in exception status and records thenumber of students who complete their file after the second notice.Strengths and AccomplishmentsProgram Summary1. The availability of financial aid and scholarship forms on the financial aid webpage. This supports our philosophy of customer service and increasingonline utilization.2. Improvement of the financial aid web site to include links pertaining toadditional financial aid resources to students.- 277 -

Challenges3. The ability to offer students the FAFSA, FAFSA Worksheet, BOG fee waiver,Cal Grant information, and How to Apply Online brochures in both Englishand Spanish.4. Financial aid staff members fluent in Mien and in Spanish.5. New financial aid brochures and handouts have been developed to assiststudents with the financial aid process.6. Financial aid staff participation in activities (such as, Cinco de Mayo,Welcome Day) has increased financial aid awareness in the community.7. Partnerships with Shasta Union High School District and College Options toprovide financial aid workshops at local high school’s Cash for College eventsand the College Quest event held at the convention center.8. Partnership with the Independent Living Skills Program in Shasta andTehama counties to assist in foster youth and high risk students getting thesupport and assistance needed from resources available on campus.9. Outreach visits to senior classes and financial aid nights for all high schoolcampuses in the District to ensure seniors and parents are receiving correctand timely financial aid information.10. Follow-up procedure developed for financial aid staff to encourage studentsto complete their financial aid file.11. Educating students and their families how to apply for financial aid onlineincreased the number of online financial aid applications for 2009-2010by 20 %.1. Budget cuts implemented which cut one (1) financial aid assistant position.2. Increase of over 1400 financial aid applicants to date for 2009-2010 over thesame period in 2008-2009.3. Develop a student survey to evaluate the student’s financial aid experience.4. Evaluate the Foster Youth Program processes to improve communicationbetween campus departments to increase the student success rate.- 278 -

Goals, Recommendations, Priorities, PlansThe following are goals and recommendations for the Financial Aid Office:1. Use the 5% administrative allowance received for processing SEOG andcollege work/study funds and the $5.00 per Pell grant processed to fill thevacant financial aid assistant position.2. Develop a workshop to educate students who have been placed on financialaid probation.3. Improve or modify financial aid procedures once results have been assessedfrom student survey.4. Track financial aid students vs. general student population in regards tograde point average, completion rate and degree received.5. Provide a space and additional computers dedicated to the Financial AidOffice for students to complete financial aid applications online.5. Continue to work with the technology department to assess and analyzeresults of the financial aid SLOs.7. Purchase additional storage files for the Financial Aid Office.8. Provide opportunities for staff development when budget allows.- 279 -

APPENDIX AFinancial Aid OfficeStudent Learning Outcomes AnalysisSLO:Outcome:Encourage all students who apply for financial aid to complete the FAFSAonline instead of using a paper FAFSA.Technology staff determined the total number ISIRS received for studentsfiling the FAFSA. Technology separated those who filed online versusthose who filed the paper form. The percentage of students filing onlinewas 86.5%This SLO will continue to be monitored until online filing reaches 95%.SLO:Outcome:Encourage every student in “exception status” to complete their financialaid file.The financial aid assistants recorded the number of students who wereplaced in exception status. It was then determined what percentagecompleted their file after receiving a second notice. The nextdetermination was what percentage completed their file after receiving asecond notice and a follow-up telephone call.Students who completed after the second notice accounted for 43%.Students who completed after the second notice and a follow-uptelephone call accounted for an additional 25%.This SLO will continue to be monitored until total completion rate reaches90%.SLO:Outcome:Determine the number of inquiries to the financial aid web site developedto provide students’ information on financial aid and scholarships.An analysis by the Technology Department determining the number ofvisits to the web site which indicated further monitoring of this SLO is notnecessary. The site received over 27,000 visits in the first year with mostpopular pages being scholarship, BOG fee waiver, financial aid questionsand answers and the financial aid process.- 280 -

APPENDIX CFinancial Aid OfficeAction Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets ProgramItem(s) RequestedTotalDescription of Activity/Planor DivisionAmountObjective/GoalTrack financial aid students vs. general students inregards to grade point average, completion rate anddegree received.YesNBProvide a space with additional computers dedicated tothe Financial Aid Office for students to complete financialaid applications online.YesRoom and computers. In discussions with theAssessment Office to use overflow room withcomputers.NBDevelop a student survey for financial aid recipients. Yes Will need assistance from Research andTechnology Department.Develop a workshop to educate students placed onYesfinancial aid probation.NBNBPurchase additional storage files for the Financial AidOffice.Fill vacant financial aid assistant position due to budgetcuts.Two additional side filing 5 drawer filingcabinets.$1,800$32,000- 281 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010Gaining Early Awareness andReadiness for UndergraduatePrograms (GEAR UP)Spring 2010

Student Services Program ReviewGaining Early Awareness and Readiness forUndergraduate Programs (GEAR UP)Reporting Director: Kathleen Mahar, Ed.D.General Program InformationThere are four US Department of Education programs: 1. Gaining Early Awareness andReadiness for Undergraduate Program (GEAR UP), 2. TRiO Educational Talent Search(ETS), 3. TRiO Student Support Services (SSS) and, 4. TRiO Upward Bound (UB). Allprograms are authorized under the Federal Higher Education and Opportunity Act andshare the common goal of increasing educational options for low income and/or firstgeneration college students.The Higher Education Act (HEA) was originally signed into law in 1965 to ensure thatpostsecondary education options were available to all students in the United States.The original act was the Johnson Administration’s attempt to remedy discriminatorypractices that had prevented low income students and student of color from enteringcollege and achieving their educational dreams. To achieve these goals, the HigherEducation Act allocated funds for programming that would: increase financial aidoptions; help students complete high school and enter postsecondary education;increase funding to institutions serving non-traditional students; and, improve collegeteaching programs for students seeking to teach in the K-12 system.The TRiO programs gained prominence shortly after the original signing of the HigherEducation Act. The term TRiO actually refers to several different programs that servethose who are first-generation college students and meet a low-income criteriaestablished by the US Department of Education. All TRiO programs are similar in thatthey provide tutoring, summer enrichment, financial aid awareness, enrollment supportand college tours for the students that participate in the program. Upward Bound (UB),which serves 9-12 grade students, began in 1964 and was the first of the TRiOprograms. Educational Talent Search (ETS), serving students from 6 th through 12 thgrade was added in 1965, and the Student Support Services (SSS) program, servingcollege students, was added shortly thereafter. Together, these three programs weretermed the “TRiO” programs. There are now a total of eight programs in the TRiO familywhich are all designed to encourage students from diverse, non-traditional backgroundsto pursue postsecondary education.President Clinton introduced the GEAR UP program in 1997 as part of his K-12educational reform agenda. It was officially established during the 1998 renewal of theHigher Education Act. The GEAR UP program’s primary difference from TRiO was itsfocus on whole school, systematic reform. Unlike the TRiO programs, which serveeligible students, the GEAR UP program serves eligible schools (those with 50% ormore students eligible for Free and Reduced Lunch). GEAR UP programs provide directservices to cohorts of students as they follow them from 7 th grade through high schoolgraduation. GEAR UP also provides broader support for parents, teachers and- 284 -

“systematic reform efforts” such as curriculum alignment and data support.Comprehensive partnerships with public and private organizations are also arequirement of the GEAR UP Program Design.All GEAR UP and TRiO programs are governed by Title IV of the HEA. Title IVspecifically authorized student assistance and access programs that support studentsfrom low socio-economic backgrounds, students with disabilities, first-generation collegestudents and students of color.Four decades after its creation, the Higher Education Act continues to define the rolethat the federal government plays in postsecondary education. Federal legislation statesthat the HEA must be reviewed and amended every seven years. The last renewal wasextended for several years but finally came to resolution in 2008 with a slight namechange, the Higher Education and Opportunity Act (HEOA). The HEOA continues todictate the program design and direction of the GEAR UP and TRiO programs. Underthe new legislation, several program changes will be required in each of our projects.These changes will be introduced in phases for each program; specific details of theadaptations and the timelines for implementation are currently in federal negotiations.However these changes are extremely relevant for this program review because they willdictate the action plans/next steps for each of the projects, and for the GEAR UP/TRiOdepartment as a whole.The GEAR UP/TRiO Department has undergone significant changes in the last year.Consequently, goals for the upcoming year continue to emphasize team building andstaff development. In addition, significant effort continues to be focused on ensuring thateach Project Director firmly understands the regulations of the programs in their charge.Maximizing relationships with partners, Shasta College and the US Department ofEducation also continue to be a high priority.Program Definition/DescriptionGAINING EARLY AWARENESS AND READINESS FORUNDERGRADUATE PROGRAMS (GEAR UP)The Shasta College GEAR UP Partnership serves a two-grade cohort of nearly 2,000students beginning in the sixth and seventh grades and follows their progress throughhigh school graduation and postsecondary enrollment. GEAR UP provides services forstudents, parents and school staff. Student services include counseling, tutoring,academic enrichment, summer program, campus visits, cultural activities, EducationalTrust Awards, assistance with college applications and FAFSA. Services for parentsinclude Parent Institute for Quality Education in English and Spanish, workshops onparenting, financial aid, and college applications. Services for schools includetechnology support, professional development for teachers and staff, and support ofschool-wide reforms to increase academic rigor and expectations for students.Program Mission/PurposeGEAR UP is designed to increase the number of low-income students who are preparedto enter and succeed in postsecondary education. This mission is aligned to the ShastaCollege Strategic Plan as follows:- 285 -

Strategy III.2 Engage in activities designed to increase the funding available to thecollege.Strategy IV.2 Develop opportunities to increase community involvement with ShastaCollege, and Shasta College involvement with the community.Program SLOs/SAOsService Area Outcomes:1. Improve student performance on CST standardized testing in the areas of math andEnglish/Language Arts, CAHSEE (California High School Exit Examination).2. Increase the numbers of students taking the SAT/ACT and achieving minimumqualifying scores.3. Increase the numbers of students taking a-g courses in preparation for UC/CSUadmission.4. Increase the numbers of students graduating from high school and enrolling inpostsecondary programs.5. Increase the number of students entering college who do not need to take remedialcourses.Assessment:Increase in above compared to baseline scores and previous graduating classes attarget schools.Student Learning Outcomes:1. As a result of parent and student workshops, classroom presentations, and individualcounseling, GEAR UP students will complete the online FAFSA by the Marchdeadline.Assessment:Completion of the FAFSA2. As a result of presentations to students, parents and teachers, and an increase isacademic interventions (tutoring, etc), GEAR UP students will access an academicallyrigorous curriculum.Assessment:Number of students completing A-G course requirements.- 286 -

Program Service Area Quality1. StaffingProgram AnalysisKate Mahar is currently the Interim Director of the GEAR UP/TRiO Department(Student Support Services, GEAR UP, Educational Talent Search and UpwardBound). Starting in Fall 2010, the TRiO Student Support Services program will bereassigned to the charge of Sandra Hamilton Slane, Director of EOPS/CARE andDSPS. The Director of GEAR UP/TRiO will remain in charge of the three projectsthat serve middle and high school students; specifically, GEAR UP, ETS andUpward Bound. The Director position will be split as follows; 50% GEAR UP, 25%Education Talent Search and 25% Upward Bound. This division of duties isauthorized under the Reauthorization of the Higher Education and Opportunity Act(HEOA). Previously, GEAR UP and TRiO Programs required a Director to be100%; exceptions were granted for 50% allocations under special circumstances.Under the regulations of the new HEOA, a single Program Director can now servemultiple projects if a) the programs serve similar populations and, b) if having acommon Director would lead to greater collaboration amongst programs. Theproposed structure for 2010-2011 meets both of those criteria.The primary goal of the Director of GEAR UP/TRiO is to oversee departmentbudgets, personnel, compliance, evaluation, grant renewals, communication withUS Department of Education, communication with Shasta College, partnershipgeneration and overall program accountability. This structure allows the programspecificProject Directors for ETS, SSS, and UB, and the Regional Coordinator forGEAR UP, to concentrate their efforts on effectively delivering direct services tostudents.The staffing structure of the GEAR UP program includes a total of one ProgramDirector (.5 FTE); one GEAR UP Regional Coordinator; 5 credentialed GEAR UPteachers/counselors; two GEAR UP clerical staff (at the school sites); one ShastaCollege classified staff (.5 FTE); and 14-16 summer mentors. This staffingstructure is adequate to support the goals and responsibilities of the GEAR UPProgram.The GEAR UP Program has a unique staffing structure because GEAR UP-fundedpositions are housed at our partner schools. With the exception of the Director(Interim, Kate Mahar), and Senior Staff Secretary (Kathy Miller), all of the otherpositions are not Shasta College employees and instead are employees of the highschool districts that we serve. GEAR UP staff members follow the staffing policiesof the host district including benefits, step/column increases and seniority. GEARUP staff members are paid as district employees and then each district bills theGEAR UP grant quarterly for associated expenses. This supports the mission ofGEAR UP by ensuring that GEAR UP Coordinators are internal and embedded intothe fabric of each partner school. GEAR UP staff attends faculty/counselormeetings and have regular meetings with local administration. The GEAR UPDirector has the authority to set schedules and work priorities and approves allexpenditures and services recommended by GEAR UP staff.- 287 -

Evaluation of employees is shared between the GEAR UP Director and siteadministrator.Table 1: StaffingName Position FTE Fiscal AgentKate Mahar Interim Director 50% Shasta CollegeJeanne Marie Carr Coordinator 100% Anderson High SchoolPam Dunlap Regional Coordinator 100% Happy Valley ElemBrett Henry Coordinator 100% Corning High SchoolTerri Hinton Assistant 100% Anderson High SchoolEleanor Hysell Coordinator 20% Anderson New TechCody Lane Coordinator 100% Corning High SchoolChelsea Martinez Assistant 100% Happy valley ElemShawn Martinez Coordinator 100% West Valley HSKathy Miller Senior Staff Secretary 50% Shasta CollegeThe GEAR UP program also employs 14-16 HEROs (Higher Education ResourceOfficers) for GUTS (Gearing Up Towards Success), our Summer EnrichmentProgram. HEROs are current college students that serve as mentors during ourannual three week summer program.2. Materials and EquipmentGEAR UP personnel routinely use computers with Microsoft Office Suite as themost common software. Outlook is used for e-mail and calendaring, Access andExcel for data storage and tracking. Word and PowerPoint are commonly used fordocuments and presentations. Datatel allows program staff to set and monitorprogram budgets. Laptops and Proxima projectors are used for financial aidawareness events, parent outreach activities and workshop presentations. All ofour program staff uses computers at their worksites. Computers, printers and otherequipment bought with federal funds are inventoried by Shasta College. Allequipment has Shasta College tags containing inventory numbers that are trackedby Kathy Miller, Senior Staff Secretary.The GEAR UP Coordinators and support staff also have office space at theirpartner schools. Equipment has been provided at each site. GEAR UP has createda Resource Library for program partners, students and family members. ThisResource Library is held at the Health Sciences and University Center building indowntown Redding.3. Faculty Availability for General College ServiceGEAR UP staff is available to support college functions as needed. Staff membersare encouraged to participate with relevant campus councils and events to promotepartnerships and continued collaboration.GEAR UP project staff directly contributes to campus wide efforts such as 8 thGrade Day and Junior Day. Pam Dunlap, Regional Coordinator for GEAR UP, will- 288 -

serve on the accreditation team as a community partner. Eleanor Hysell, GEARUP Coordinator, also serves as an adjunct instructor for the College.Kate Mahar is a member of the Student Services Council and also attends theAdministrative Council Meetings.4. Service/Tutoring Centers/LabsThe GEAR UP program has established learning labs (College Access Centers) ateach of the high schools that we serve. These labs are available for tutoring, smallgroup work, college awareness activities and after school support. Each centerhas approximately four to eight computer stations available for students. In mostcases, the GEAR UP Coordinator and support staff have their work stations in theAccess Centers. Centers are clearly labeled as “GEAR UP” rooms and areequipped with college-going awareness materials and related resources. Thesecenters have served the program extremely well and are appreciated by school sitepersonnel, students and family members.The GEAR UP program use Shasta College computer labs during their respectivesummer programs. The Health Sciences and University Center building also haslabs available for program use. This is particularly helpful during Financial Aid andenrollment events where multiple computers are used simultaneously.5. Opportunities for Professional DevelopmentThere are two GEAR UP professional development events that are mandated bythe US Department of Education. The first is the Annual National Conferencewhich takes place in July, alternating between San Francisco and Washington D.C.The second mandatory training is the yearly Capacity Building Workshop. TheNational Conference provides a national overview of the project and highlightsproject partners and legislative efforts. The Capacity Building Workshop focuseson team efforts and provides technical expertise on how to carry out grantobjectives. The US Department of Education mandates these training as a partof their own accountability goals. Funds for the trainings are provided throughthe grant.Additional training accessed by the GEAR UP team included, “Love and Logic”, acurriculum designed to meet our parent support objectives, and “Aeries” training sothat GEAR UP staff can better understand the data systems of the districts that weserve. Kate Mahar also attended the Research and Planning Group’s StudentSuccess Conference in San Francisco in October, 2009. Kate facilitated theCommunity of Practice session on “Understanding the K-16 Pipeline” at this event.Kate Mahar is currently exploring alternative means to ensure that our programstaff has the skills and abilities necessary to carry out the objectives of each of ourgrants. Toward that end, two endeavors are currently underway. The first is amonthly three-hour session where all program staff will come together to learnabout a new topic relevant to their workload, i.e. the Financial Aid Process. Thesemonthly events are scheduled to begin in March. The second strategy is tocollaborate with College OPTIONS to provide joint trainings with all “college accessprofessionals” serving the north state schools. We are confident that each of these- 289 -

endeavors will provide the training required to effectively deliver services at ourschool sites, allow for the sharing of best practices, and increase collaboration withour regional partners.6. Employee SatisfactionThe GEAR UP team has rebounded from a very challenging year which includedsignificant staff changes and a move from the Shasta College campus to thedowntown Health Sciences and University Center. An emphasis on team buildingand understanding the historical relevance of the programs has aided morale.Emphasizing the importance of community partnerships helped staff to adjust tothe move to the Health Sciences and University Center. A continued focus onrelationship building, communication and teamwork will continue to help thistalented and dedicated group; especially as changes continue to impact theprograms for this year and next.The GEAR UP staff is committed professionals with strong loyalty towards theGEAR UP program. Although GEAR UP has only been in existence nationally for10 years, several staff members have been a part of the GEAR UP movement for 7years or more. A strength of the GEAR UP project is that staff is associated withthe schools that they serve; however, this has a draw back as well. Specifically,many staff members feel disconnected to Shasta College. A goal of the InterimDirector has been to strengthen ties between project staff and the Shasta CollegeCampus. The GEAR UP team now holds regular meetings at the Shasta Collegemain campus and satellite sites. Key college personnel have been asked to speakat GEAR UP staff meetings. In addition, the team now attends college events suchas Welcome Day. This has done a great deal to improve the relationship betweenGEAR UP and the campus. The GEAR UP team has expressed satisfaction withthe outcomes of these efforts. Shasta College staff has also expressedappreciation regarding the opportunity to better understand the program and thework of the GEAR UP team.7. Internal Relations, Integration and CollaborationIncreasing collaboration with other college departments/programs is an on-goingpriority area for GEAR UP. The department continues to work closely with theStudent Services Council and student services staff. Enhanced internalcollaborations for 2009-2010 include:Rotation of GEAR UP meetings to a variety of Shasta College sites to raiseawareness of the program.Participation on committees for Junior Day, 8 th Grade Day and College Quest.Arranging field trips so that GEAR UP students can attend campus events suchas Cinco de Mayo.Referring GEAR UP students to campus programs such as E-Tech and CollegeConnection.Greater connection to the Economic and Workforce Development programsthrough transition of pre-collegiate programs to downtown area.Greater collaboration with CSU Chico through sharing of office space in HealthSciences and University Center building.- 290 -

On-going attempts to raise awareness of programs through presentations toAdministrative Council and other outreach efforts.Staff participation on the accreditation team.Hold GUTS Academy on Shasta College Campus.8. Survey of Practices with Other CC’sThere is not another GEAR UP program north of San Francisco and many of theprograms in California do not serve rural areas. Consequently, the survey ofcommon practices for GEAR UP programs must be done at a national level.Oklahoma and Montana have exemplary GEAR UP programs from which theShasta College partnership can learn a great deal.External Relations1. FacilitiesIn October, 2009, the Pre-Collegiate Access Programs (GEAR UP, TRiO-ETS, andTRiO-UB) moved administrative offices to the Health Sciences and UniversityCenter. The TRiO-SSS program is now co-located with the EOPS and DSPSprograms on the main campus. In addition to these locations, GEAR UP staff hasdesignated classroom or office space at Anderson High School, West Valley HighSchool, Anderson New Technology High School, and Corning High School.GEAR UP staff is also granted use of shared space (such as libraries, gymnasiumsand cafeterias) at each of the above locations for larger events such as ParentNights, Financial Aid Awareness events, etc. Allocation of these spaces iswarranted through a Memorandum of Understanding with each district that outlinesthe shared space agreements with each entity.At the Health Sciences and University Center, the GEAR UP/TRiO office suite isshared with CSU Chico program staff. Currently, CSU Chico counselors occupytwo offices within our seven office suite. The collaboration works extremely wellbecause many of the high school students that we serve are interested in attendingCSU Chico. Consequently, having experts in our location serves us well.2. Contact with K-12 SchoolsGEAR UP is a pre-collegiate outreach program. Consequently, contact with K-12schools is paramount. GEAR UP staff is housed at four high schools on a full-timebasis (Anderson New Tech, Anderson High School, West Valley and Corning HighSchool). GEAR UP staff serves all students in 10 th and 11 th grade at their targetschools; following this cohort of approximately 2,000 students through graduation.At each of the target schools, program staff provide academic counseling, adviceto ensure access to a rigorous curriculum, information on how to fundpostsecondary education and the process for enrollment. Parent Awarenessactivities are also offered. GEAR UP also provides services to enhance datasystems, curriculum alignment and professional development at the GEAR UPtarget schools.- 291 -

3. Contact with Community Colleges, and Four-Year Universities and CollegesThe GEAR UP/TRiO department currently works closely with Butte and ShastaCommunity Colleges, CSU Chico, Humboldt and Sacramento, and UC Davis. Inaddition, each year the pre-collegiate access programs take students on collegetours to at least six additional schools. This summer the GEAR UP program willtake students to UC Merced, CSU Stanislaus, Cuesta CC, Cal Poly, USC, UCLA,and CSU Northridge, CSU Fresno and UC Santa Barbara.Interim Director, Kate Mahar, would like to increase participation withpostsecondary schools in the regional K-16 pipeline to maximize program servicesin areas such as curriculum alignment and enrollment services. Steps arecurrently underway to strengthen the relationship between our department and theCollege OPTIONS program so that we can better collaborate with the highereducation partners on their Governing Board.Resource Efficiency1. SupportGEAR UP receives support from a variety of Shasta College departmentsincluding: Academic Deans, Business Office, Information Technology, HumanResources, Enrollment Services, Economic and Workforce Development, FinancialAid, the Student Services Vice President and Deans, Campus Safety, FoodServices, Print Shop, Marketing, Physical Plant, Transportation, EOPS/DSPS, andthe Bookstore.All offices at Shasta College are responsive and helpful. Most of these offices arequick to respond and the support staff has excellent customer service skills. JohnMoore has been an exceptional resource for our programs through the provision oftransportation for college trips and through the physical office moves thattranspired in Fall, 2009.2. Use of TechnologyOffice staff uses computers for daily work such as e-mail, word processing,spreadsheets, databases, scheduling appointments, and presentations. There aretwo communal printers for large jobs and for color printing. Staff also uses aProxima projector for student/parent activities, Financial Aid presentations andevening events. In addition, technology equipment such as computers, printersand cameras have been purchased with federal funds to support work at ourpartner schools. In these instances, equipment is assigned a Shasta Collegeinventory number and a record of all equipment is kept by Kathy Miller at theShasta College GEAR UP/TRiO office.3. Comparison with Other InstitutionsThe Shasta College GEAR UP Partnership Program is significantly larger than theShasta College TRiO programs and many other GEAR UP projects. Staffing andfacilities are adequate to meet the needs stated in our grants. GEAR UP can- 292 -

enefit from additional program partners; specifically in the private sector andefforts are underway to carry out that goal.4. Facility Use/AvailabilityGEAR UP office staff maintains an 8 a.m.-5 p.m. schedule. Staff housed at highschool sites maintain the hours of the school schedule. Additional evening hoursare performed as needed to provide services for parents/families. Weekend staffcommitments are also required for certain events, such as college visits. Facilityuse is sufficient for the work/services required.5. Faculty and Classified StaffingThis section is not relevant for the GEAR UP/TRiO department. However, tablesdetailing the staffing structure of each program are available in Section II of thisreview.6. EquipmentGEAR UP follows the Shasta College policy for replacement of technologyequipment. Other equipment is purchased as needed and with the approval ofAdministration.7. Budget Information, Requests, Action PlansThe GEAR UP Partnership Program receives $1.18 million per year for six years.These funds require a one-to-one financial match from non-federal sources (cashor in-kind). When the projects were written, the specified budgets were adequateto carry out stated goals and objectives. However, due to a variety of reasons,GEAR UP is carrying a significant balance from previous years. This is helpful fordelivering services; however, it also could jeopardize our compliance status withthe US Department of Education who watches closely to ensure that expendituresare allocated as specified in our program plans. As specified by GEAR UPregulations, carry forward that still remains after the sixth and final year of theproject (2011-2010) can be used to fund an additional year if the expenses arewarranted. Kate Mahar is working closely with our program officer to secure aseventh year.The federal program budgets for GEAR UP require significant revision after it is setby Shasta College. There are two reasons for this. The first is that Shasta Collegerequires that budgets be submitted before we receive our official budget notificationnotice from the USDOE indicating our budget allocation for the following year. Inaddition, the federal grant cycle (September 1-August 31) is different than the statebudget cycle (July 1-June 30). Consequently, there will always be a significantportion of our budget remaining on June 30 th that must be immediately carriedforward to the next state budget year. The Business Office is well aware of thesebudget considerations and works with program staff to ensure that budgetbalances are monitored and adjusted as needed.- 293 -

In addition to grant funding provided by the US Department of Education, effortsare made to enhance GEAR UP services through additional supplemental funding.For example, in 2009-2010, Kate Mahar received a $24,000 grant from RTI(Research and Technology Institute) to support assessment efforts of the GEARUP program. The current staff has the skills necessary to seek out and accessadditional funding for our programs.Significant budget planning occurs every six years through the formal grantprocess. Follow up planning occurs annually. Considerations for budgetadjustments include federal allocations, program needs, staffing patterns andyearly priority areas. Financial benefits to Shasta College includes approximately$80,000 in in-direct funds received annually (8%). Non-financial benefits of ourprograms include increased services to the community, greater awareness ofShasta College’s programs and steps to enrollment, and an increase of high schoolstudents that are academically prepared to enroll and succeed in postsecondaryeducation.Per student costs are dictated by the United States Department of Education,therefore Shasta College program costs are comparable to other GEAR UPprograms nationwide.8. Reach of ServicesThe GEAR UP program is proud of its ability to serve students and schools inCorning and Anderson. Student needs are vast and despite our reach, additionalservices can be added to serve all eligible students.In 2010-2011, we will have the opportunity to submit new grant proposals forGEAR UP. New program plans will be developed to serve additional schools in theregion. GEAR UP has a great potential for growth. Unlike the TRiO programs,GEAR UP can offer a variety of services to teachers, parents and providecomprehensive academic interventions to ensure student success. Consequently,the next GEAR UP grant will be written to complement services currently beingoffered through our TRiO programs and the activities offered through the CollegeOPTIONS programs.Student SuccessThe GEAR UP program tracks different indicators of student success than thosespecified in the Shasta College Program Review. Progress reports are completedannually for each program through the Federal Annual Performance Review (APR)Process. Outcome data for the 2009-2010 program year is as follows:- 294 -

Table 2: Outcome Data for 2009-2010Objective Activities OutcomesProfessional development2007-2008 – 9% increasefor Math teachers, paraprofessional in-class 2008-2009 -25% increasetutoring, after school tutoring. Response To Of freshman completingIntervention (RTI) model used forremediation for students needing help withAlgebra I.basic skills. Teachers work to targetessential standards and assess students ina timely manner.1. Increase the percentage of students whohave completed Algebra I by 9 th grade by 10%each project year.Baseline: 2005 CSTAlgebra I 6 th grade: N/AAlgebra I 7 th grade: N/AAlgebra I 8 th grade 2005: 10% Proficient(non-GEAR UP control group)For the 2008-2009 school yearthere was also a significantincrease in the number offreshman who completedGeometry, 37% andAlgebra II, 2%.- 295 -

2. The percentage of students scoring atproficient and above on California StandardizedTests (CST) in math and English/Language Arts(ELA) will increase by 5% each project year toassist target schools with meeting andsurpassing mandated growth targets on theAcademic Performance Index.Baseline: 2005 CSTGeneral Math 6 th grade: 42%General Math 7 th grade: 35%English/LA 6 th grade: 38%English/LA 7 th grade: 40%Table 2: Outcome Data for 2009-2010Objective Activities OutcomesIn addition to providing professionaldevelopment to improve staff performance,tutoring in math and English are alsoprovided. Remedial and enrichmentcurriculum based on California StateStandards have been purchased for mathand English. Most of our partnership highschools also will “bump” a students grade inclass if they reach a higher level of skill onthe CST STAR test in that particularsubject. Incentive activities are alsoplanned for perfect attendance duringtesting time.Spring 2008 CST STARFor Math scores, the firstnumber represents thepercentage that is proficient,the second is the percentageof that grade who took thatparticular testCurrent 9 th GradersGeneral MathMaywood: only 3.5% of theirstudents took this test-toosmall of a number to report.Pacheco: 34% / 45%Anderson: 15% / 60%Happy Valley: 30% / 43%W. Cottonwood: 60% / 62%Algebra IMaywood: 17% / 93%Pacheco: 49% / 54%Anderson: 50% / 34%Happy Valley: 59% / 55%W. Cottonwood: 64% / 28%GeometryW. Cottonwood: 2.3% of theirstudents took this test-toosmall of a number to report onELA with % of + or -Maywood: 36%, -7%Pacheco: 52%, + 6%Anderson: 41%, + 3%Happy Valley: 48%, + 9%W Cottonwood: 54%,+14%- 296 -

2. (continued) Current 10 th GradersGeneral MathAnderson: 16% / 38%West Valley: 29% / 34%Corning: 20% / 35%ANTHS: 0Algebra IAnderson:11% / 35%West Valley: 28% / 41%Corning: 25% / 42%ANTHS: 31% / 74%GeometryAnderson: 28% / 24%West Valley: 82% / 24%Corning: 24% / 20%ANTHS: 58% / 26%Algebra IIAnderson: 1.5% of theirstudents took this test-toosmall of a number to report.ELA with % of + or –Anderson: 52%, + 11%West Valley: 53%, + 2%Corning: 47%, + 12%ANTHS: 70%, + 28%- 297 -

3. Increase the number of teachers who areCross-Cultural Language and AcademicDevelopment (CLAD) certified by 50% over thegrant period.Baseline: Fall 2005CLAD 41%Table 2: Outcome Data for 2009-2010Objective Activities OutcomesReview options online and at CSU Chicoand CSU San Diego as well as WelcomeGrant through Simpson University.CLAD CertificationAnderson: 31%, no changeWest Valley: 45%, +15%Corning: 94%, +8%ANTHS: 31%, no change4. At least 80 % of GEAR UP teachers willparticipate in professional development toincrease integration of technology into thecurriculum, develop vertical teaming, create acollege-going culture, understand poverty andraise expectations of GEAR UP students.Some of the professional developmentoffered this year; Ruby Payne, “AFramework for Understanding Poverty”,Aeries database training, Datawisedatabase training, AP Instruction, Bullyingand Anger Management, Building a CollegeGoing Culture, Standards Alignment,SMART board training, EDFUND andCollege Board workshops, UC/CSUCounselor Conferences, Middle SchoolCounselors Conference, Love and Logic,Real Game California, and DifferentiatedInstruction.There is 100% professionaldevelopment participation fromGEAR UP teachers 71%have also attended anaverage of 16 hours of GEARUP sponsored professionaldevelopment.- 298 -

5. Each project year, GEAR UP student schoolattendance will improve and at least 85% willcomplete their current grade level and bepromoted to the next grade on time.Attendance Baseline: Spring 2005:6 th Grade: 93% less than 5 unexcusedabsences.7 th Grade: 95% less than 5 unexcusedabsences.Promotion Baseline:6 th Grade 94%Table 2: Outcome Data for 2009-2010Objective Activities OutcomesData is collected from student data bases Attendance for first 2(Aeries or Genesis) at our partnership trimesters of 08/09 schoolschools.year.Attendance is taken into considerationwhen students apply for any GEAR UPactivity. There are also incentives attachedto attendance, for a semester and forstandardized testing. Incentives differ fromcampus to campus, from eating in usuallyrestricted areas to college shirts and othermemorabilia.9 th Grade: 97.4% have lessthan 5 unexcused absences.10 th Grade: 97.3% have lessthan 5 unexcused absences.100% Promotion to the nextgrade level.6. The percentage of GEAR UP high schoolstudents who enroll in courses required (a-grequirements) for admission to a 4 year statecollege or university will increase by 10% eachyear.Baseline 2007A: 0% E. 29%B: 92% F. 32%C: 70% G. 0%D: 11%Activities include individual counseling andadvising for and awareness activities abouta-g requirements during the regular schoolyear and during our summer program.Average taken frompartnership schools9th 10thA- 0 A-91%B-85%C-62%D-15%E-30%F-26%G-4%** 1 school’s %.** 2 schools’ %.B-87%C-64%D-64%E-47%F-34%G-4%**- 299 -

Table 2: Outcome Data for 2009-2010Objective Activities OutcomesIn anticipation of taking the SAT/ACTstudents are encouraged to take the PSAT.GEAR UP pays for the fees to take this test.7. The percentage of students who register for,take, and score on the SAT/ACT at competitivelevels for admission to postsecondary institutionswill increase by 10% each project year for cohortjuniors and seniors.2008-200921% of our sophomores tookthe PSAT.1.5 % of our freshman took thePSAT.2009-201020% of our juniors took thePSAT.28% of our sophomores tookthe PSAT.This will be the first year fordata for the SAT/ACT8. GEAR UP student awareness and knowledgeof academic preparation for college,postsecondary education options and financingand education aspirations/expectations willincrease 10% each project year.Baseline: 20066 th Grade: 15% have spoken to someone aboutcollege; 14% about Financial Aid7 th Grade: 19% have spoken to someone aboutcollege; 13% about Financial Aid60% of 6 th and 7 th graders expect to earn a4-year degree or higher; 20% think they candefinitely afford to attend a 4-year college.Activities include college campus visits, fieldtrips, summer programs, individual andgroup counseling, career exploration,workshops on financial aid, guest speakers,newsletters, Higher Education Centers withat least one full time counselor/coordinatoron each campus.2009 Survey Results with + or- % from 2008 and baselinedata.9 th Grade:87% have spoken to someoneabout college, +18.3%, +72%.73% have spoken to someoneabout Financial Aid, +22.8%,+59%.10 th Grade:90% have spoken to someoneabout college; +14.8%, +71%.70% have spoken to someoneabout Financial Aid, +25%,+57%.- 300 -

8. (continued) 9 th and 10 th Grade:71% expect to earn a 4-yeardegree or higher, -1%, +11%.23% think they can definitelyafford a 4-year college, +1%,+3%96% of our 9 th and 10 thgraders expect to attend sometype of post-secondaryinstitution.9. GEAR UP parent awareness and knowledgeof academic preparation for college,postsecondary education options and financingwill increase 10% each project year.Baseline: 2006-6 th and 7 th Grade Parents:10% have spoken with someone about college12% have spoken with someone aboutFinancial Aid85 % have spoken with their children aboutcollege63% think their child will achieve a 4-year degree35% think their child can afford to attend a4-year collegeActivities include quarterly newsletters,open house and back to school nightpresentations, financial aid workshops,College: Making It Happen, College Quest;Parent Institute for Quality Education(PIQE), and parent participation on collegecampus visits and field trips.2009 Survey Results with + or- % from 2008 and baseline.9 th and 10 th Grade Parents:48% have spoken withsomeone about college,+14%, +38%.37% have spoken withsomeone about Financial Aid,+12%, +25%.95% have spoken with theirchild about college, +1%,+10%.71% think their child willachieve a 4-year degree, -3%, +8%.32% think their child candefinitely afford to attend a 4-year college, -1%, -3%.96% of our 9 th and 10 th gradeparents expect their child toattend some type of postsecondary institution.- 301 -

Table 2: Outcome Data for 2009-2010Objective Activities OutcomesGEAR UP staff, school site staff, and ourcommunity partners have held manydifferent parent workshops this year.Shasta College classes are also offered atall 4 of our high schools.10. Academic workshops and courses will beprovided to GEAR UP parents who are EnglishLanguage Learners, Limited English Proficient,deficient in math, or lacking basic computer skillsSome of the parent activitiesoffered this reporting period:Parent Institute for QualityEducation (PIQE) in Englishand Spanish, FAFSA/Financial Aid workshops, Love& Logic for Parents, and 40Developmental Assets,Beyond College Night, FAFSAFrenzy, College Quest.- 302 -

General PlanningThe GEAR UP program aligns with the Shasta College goals of providing services to thecommunity and increasing the access and retention of Shasta College students. TheInterim Director of GEAR UP/TRiO must follow national trends closely to determineyearly budgets and program priority areas. The Obama Administration is a vocaladvocate for both GEAR UP and TRiO; however, federal budgets are limited.Consequently, level funding should be predicted for the next few years. National policydictating access to education, Pell grants and financial aid must also be followed closelyto ensure that we offer the best services to students. State trends dictating Cal Grants,what qualifies as rigorous curriculum, and graduation requirements must also bewatched.At this time, interpretation of the renewed Higher Education and Opportunity Act is beingconducted through the process of Federally Negotiated Rule Making. Outcomes of thisprocess will dictate changes to current programs and guide future grant cycles. KateMahar is closely following this process to ensure that all programs remain in compliancewith the guidelines and timelines set forth by the USDOE. (More details of potentialchanges will be discussed in Section V.)Student Learning OutcomesStudent Learning Outcomes are detailed in Section II of this report. These outcomeswere developed in accordance with program objectives and services are conductedaccordingly. Formative and summative assessments are conducted for each programand information gathered is used to adjust program services, identify best practices,shape budget decisions and meet reporting requirements set by the USDOE.Program SummaryBased on a review of the GEAR UP SLO’s/SAO’s, the following chart indicates theprimary strengths and weaknesses. The strengths and weaknesses of the departmentas a whole are also included.Table 3: Primary Strengths and WeaknessesProgram Strengths Areas for GrowthGEAR UP Services offered to studentsDedicated staffBroad impactUse of data for decision makingSummer AcademyMatching funds proceduresSystematic changeProfessional DevelopmentPartnerships – Advisory TeamSustainability PlanGEAR UP/TRiODepartmentDedicated staffRecord keepingMotivation and commitment of teamCoordination of servicesPartnership/team buildingAwareness of programsProfessional developmentCoordination with similar programs in the region- 303 -

Goals, Recommendations, Priorities, PlansPriority goals of the GEAR UP program include:Resolve staffing pattern. Find permanent, qualified staff for the Director of GEARUP/ TRiO.Maintain compliance efforts for program; follow developments with HEOA andadjust programs accordingly.Secure renewed grant funding for GEAR UP (Spring-Summer, 2011).Successfully integrate Early Assessment Program into department goals andactivities.Build partnerships; collaborate with similar programs in service delivery andprofessional growth.Ensure all program staff is highly qualified and understand regulations andlegislation relevant to their projects.Continue to raise awareness of program goals and activities within the ShastaCollege community and tri-county region.Additional department priorities will be dictated by the amendments to the reauthorizedHigher Education and Opportunity Act. Plans to implement the following are currentlyunderway.Table 4: HEOA Amendments and Impacts on ProgramChangeHEOA Priority is no longer onensuring access to postsecondaryeducation but on ensuring successonce students are enrolled.HEOA Priority on Financial LiteracyImpactGEAR UP can employ a counselor at the partneringInstitute of Higher Education.GEAR UP program must provide Financial Literacycurriculum to students and parents.Staff must counsel on most cost-effective ways to accesspostsecondary education.HEOA Priority on Access to RigorousCurriculumGEAR UP programming must focus on expanding A-Goptions; and addressing the “wasted senior year”phenomena.GEAR UP will be assessed on number of studentsentering higher education who are not in need ofremedial courses.- 304 -

APPENDIX CGaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)Action Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets Program orItem(s) RequestedTotal AmountDescription of Activity/PlanDivisionObjective/GoalResolve staffing pattern. Find permanent, qualified stafffor the Director of GEAR UP/ TRiOYes Process currently underway. Non-BudgetDependentMaintain compliance efforts for GEAR UP; monitordevelopments with HEOA and adjust programaccordingly.YesAccess training as available (on-line andconference formats)$3,000-5,000(grant funds)Address math performance in target schools Yes Regional Professional Learning Communities Math expertsfrom ShastaCollege (inkindsupport)Secure renewed grant funding GEAR UP (Spring-Summer, 2011).Successfully integrate Early Assessment Program intoDepartment goals and activities.Yes Director to attend bidder’s workshops $3,000-5,000(districtfunds)YesPilot program led by Chancellor’s Office tobegin July 1, 2010Non-BudgetDependentBuild partnerships; collaborate with similar programs inservice delivery and professional growth.YesNon-BudgetDependentEnsure all program staff is highly qualified andunderstand regulations and legislation relevant to theirprojects.YesDirector will lead professional developmentefforts as neededNon-BudgetDependentContinue to raise awareness of program goals andactivities within the Shasta College community and tricountyregion.YesNon-BudgetDependent- 305 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010TRiO Educational Talent Search(ETS)Spring 2010

Student Services Program ReviewTRiO Educational Talent Search (ETS)Reporting Director: Kathleen Mahar, Ed.D.General Program InformationThere are four US Department of Education programs: 1. Gaining Early Awareness andReadiness for Undergraduate Program (GEAR UP), 2. TRiO Educational Talent Search(ETS), 3. TRiO Student Support Services (SSS) and, 4. TRiO Upward Bound (UB). Allprograms are authorized under the Federal Higher Education and Opportunity Act andshare the common goal of increasing educational options for low income and/or firstgeneration college students.The Higher Education Act (HEA) was originally signed into law in 1965 to ensure thatpostsecondary education options were available to all students in the United States.The original act was the Johnson Administration’s attempt to remedy discriminatorypractices that had prevented low income students and student of color from enteringcollege and achieving their educational dreams. To achieve these goals, the HigherEducation Act allocated funds for programming that would: increase financial aidoptions; help students complete high school and enter postsecondary education;increase funding to institutions serving non-traditional students; and, improve collegeteaching programs for students seeking to teach in the K-12 system.The TRiO Programs gained prominence shortly after the original signing of the HigherEducation Act. The term TRiO actually refers to several different programs that servethose who are first generational college students and meet a low-income criteriaestablished by the US Department of Education. All TRiO programs are similar in thatthey provide tutoring, summer enrichment, financial aid awareness, enrollment supportand college tours for the students that participate in the program. Upward Bound (UB),which serves 9-12 grade students, began in 1964 and was first of the TRiO programs.Educational Talent Search (ETS), serving students from 6 th through 12 th grade wasadded in 1965, and the Student Support Services (SSS) Program, serving collegestudents, was added shortly thereafter. Together, these three programs were termedthe “TRiO” programs, although there are now a total of eight programs in the TRiO familywhich are all designed to encourage students from diverse, non-traditional backgroundsto pursue postsecondary education.President Clinton introduced the GEAR UP program in 1997 as part of his K-12educational reform agenda. It was officially established during the 1998 renewal of theHigher Education Act. The GEAR UP program’s primary difference from TRiO was itsfocus on whole-school, systematic reform. Unlike the TRiO programs, which serveeligible students, the GEAR UP program serves eligible schools (those with 50% of morestudents eligible for Free and Reduced Lunch). GEAR UP programs provide directservices to cohorts of students as they follow them from 7 th grade through high schoolgraduation. GEAR UP also provides broader support for parents, teachers and“systematic reform efforts” such as curriculum alignment and data integration.- 308 -

Comprehensive partnerships with public and private organizations are also arequirement of the GEAR UP Program Design.All GEAR UP and TRiO programs are governed by Title IV of the HEA. Title IVspecifically authorized student assistance and access programs that support studentsfrom low socio-economic backgrounds, students with disabilities, first-generation collegestudents and students of color.Four decades after its creation, the Higher Education Act continues to define the rolethat the federal government plays in postsecondary education. Federal legislation statesthat the HEA must be reviewed and amended every seven years. The last renewal wasextended for several years but finally came to resolution in 2008 with a slight namechange, the Higher Education and Opportunity Act (HEOA). The HEOA continues todictate the program design and direction of the GEAR UP and TRiO programs. Underthe new legislation, several program changes will be required in each of our projects.These changes will be introduced in phases for each program; specific details of theadaptations and the timelines for implementation are currently in federal negotiations.However these changes are extremely relevant for this program review because they willdictate the action plans/next steps for each of the projects, and for the GEAR UP/TRiOdepartment as a whole.Program Definition/DescriptionTRiO EDUCATIONAL TALENT SEARCH (ETS)TRiO Educational Talent Search identifies and assists 7 th through 12 th grade studentsfrom educationally disadvantaged backgrounds who have the potential to succeed inhigher education. The program provides academic, career, and financial counseling toits participants and encourages them to graduate from high school and continue on tothe postsecondary institution of their choice. Educational Talent Search also serves highschool dropouts by encouraging them to reenter the education system and completetheir education. ETS services include tutorial services, career exploration, aptitudeassessments, counseling, mentoring programs, workshops, and information onpostsecondary institutions. The Shasta College ETS program serves 600 students inShasta and Trinity counties with an average annual cost per student of approximately$400.Program Mission/PurposeThe mission of the TRiO Educational Talent Search program is to identify and supporteducationally disadvantaged middle and high school students with potential forpostsecondary success, encourage them to continue and graduate from high school andto enroll in postsecondary education programs. In addition, TRiO Educational TalentSearch encourages high school dropouts to return to school. ETS programs areevaluated on their ability to: 1. Increase student grade-to-grade promotion, 2. Increasehigh school graduation rates, 3. Increase financial aid awareness and FAFSAapplications completed by appropriate deadlines and, 4. Increase college applicationand enrollment rates.- 309 -

Program SLOs/SAOsService Area Outcomes:1. Educational Talent Search will provide individual advising to low-income andfirst-generation participants regarding the postsecondary admissions process.Assessment:Participant tracking forms, program record-keeping, student surveys indicatingincrease in knowledge.2. Educational Talent Search will offer application and financial aid workshops andstudent advising at Trinity, Hayfork, Central Valley, West Valley, Anderson, andAnderson New Technology high schools.Assessment:Participant sign in, program record keeping.Student Learning Outcomes:1. Middle and High School Educational Talent Search participants will learn aboutthe two-year and four-year college systems, including types of institutions andthe requirements for each.Assessment:Program records, participant tracking forms.2. Middle and High School Talent Search participants attending academic advisingand workshops will understand the financial aid process and fundingopportunities available.Assessment:Participant tracking forms, completed FAFSA applications.3. High school participants will understand their options for completion of postsecondaryenrollment, including college applications, assessment testing(ACT/SAT or Compass and AccuPlacer), registration, counseling (EdPlan),and orientation.Assessment:Track numbers of students who completed online college applications, requiredtesting, college registrations, college enrollments and Financial Aid forms.- 310 -

Program Service Area Quality1. Staffing:Program AnalysisTable 1: StaffingName Position FTE Fiscal AgentKate Mahar Interim Director 25% Shasta CollegeNancy Berkey Interim Project Director 100% Shasta CollegeMarleana Groundwater Staff Secretary 50% Shasta CollegeRoberta Jones TRiO Advisor 50% Trinity High SchoolMindy Marlatt TRiO Advisor 100% Anderson DistrictKathy Miller Senior Staff Secretary 15% Shasta CollegeCassie Rouke TRiO Advisor 50% Hayfork DistrictThe ETS staffing structure is similar to that of GEAR UP where project staff areemployees of the schools that are served through the ETS grant. This has beenparticularly beneficial for Trinity and Hayfork Districts because the Districts havebeen able to utilize the part-time (50%) ETS funds to leverage current positions.For example, Roberta Jones also serves as the ROP Career Center Advisor atTrinity High School. Cassie Rourke also supports the computer lab at HayforkHigh School. In addition, this staffing model saves significant funds on mileagereimbursements (as compared to driving back and forth from Shasta College).However, it also presents challenges with program consistency and staffevaluation. This staffing arrangement will be revisited when the ETS renewal iswritten in Fall 2010.Nancy Berkey is the Interim Director of the ETS Program. She is responsible foroversight of the project along with providing front-line service at two schools. Hercurrent focus areas include creating systems for record keeping, reporting andensuring consistency across the program.Kate Mahar is currently the Interim Director of the GEAR UP/TRiO programs.Starting in Fall 2010, the TRiO Student Support Services program will bereassigned to the charge of Sandra Hamilton Slane, Director of EOPS/DSPS. TheDirector of GEAR UP/TRiO will remain in charge of the three projects that servemiddle and high school students; specifically, GEAR UP, ETS and Upward Bound.The Director position will be split as follows; 50% GEAR UP, 25% Upward Boundand 25% Educational Talent Search. This division of duties is authorized under theReauthorization of the Higher Education and Opportunity Act (HEOA). Previously,GEAR UP and TRiO Programs required that a Director be 100% time; exceptionswere granted for 50% allocations under special circumstances. Under theregulations of the new HEOA, a single Program Director can now serve multipleprojects if: a) the programs serve similar populations and, b) if having a commonDirector would lead to greater collaboration amongst programs. The proposedstructure for 2010-2011 meets both of those criteria.The primary goal of the Director of GEAR UP/TRiO is to oversee departmentbudgets, personnel, compliance, evaluation, grant renewals, communication with- 311 -

US Department of Education, communication with Shasta College, partnershipgeneration and overall program accountability. This structure allows the programspecificproject Directors for ETS, UB and SSS to concentrate their efforts oneffectively delivering direct services to students.The department has undergone significant changes in the last year. Consequently,goals for the upcoming year continue to emphasize team building and staffdevelopment. In addition, significant effort continues to be focused on ensuringthat each Project Director firmly understands the regulations of the programs intheir charge. Maximizing relationships with educational partners, Shasta Collegeand the US Department of Education also continue to be a high priority.2. Materials and EquipmentETS personnel routinely use computers with Microsoft Office Suite as the mostcommon software. Outlook is used for e-mail and calendaring, Access and Excelfor data storage and tracking. Word and PowerPoint are commonly used fordocuments and presentations. Datatel allows program staff to set and monitorprogram budgets. Laptops and Proxima projectors are used for financial aidawareness events, parent outreach activities and workshop presentations. All ofour program staff uses computers at their worksites. Computers, printers andother equipment bought with federal funds are inventoried by Shasta College.All equipment has Shasta College tags containing inventory numbers that aretracked by Kathy Miller, Senior Staff Secretary.The ETS Project Director and staff also have office space at their partner schools,including Central Valley High School, Hayfork High School, Trinity High School,Anderson High School, Anderson New Technology High School, and West ValleyHigh School. Equipment, including computers and furniture, are available at eachsite.3. Faculty Availability for General College ServiceETS staff is available to support college functions as needed. Staff members areencouraged to participate with relevant campus councils and events to promotepartnerships and continued collaboration. Nancy Berkey is an active supporter ofShasta College activities. Kate Mahar is a member of the Student ServicesCouncil. Both also attend the Administrative Council Meetings.4. Service/Tutoring Centers/LabsETS regularly use the computer labs at the Health Sciences and University Centerfor student and family events, such as Enrollment Activities and Financial Aidnights. ETS personnel also have access to tutoring/computer labs at each of thepartner schools.5. Opportunities for Professional DevelopmentProfessional development has been a priority for Interim Director, Kate Mahar.Federal regulations state that GEAR UP and TRiO staff are required to attendtraining as a condition of grant funding. TRiO programs throughout the nation are- 312 -

equired to attend four (4) Priority Trainings covering legislation, regulations, bestpractices and program design. Priority Area 1- “Legislation and Regulations”training was offered in Las Vegas, as a free training for ETS staff. Nancy Berkeyattended the event. Alternatives to travel have also been sought. Program staffhas accessed Council of Opportunity in Education (COE) webinars on pertinenttopics when available.Kate Mahar also attended the Research and Planning Group’s Student SuccessConference in San Francisco in October, 2009. Kate facilitated the Community ofPractice session on “Understanding the K-16 Pipeline” at this event.Kate Mahar is currently exploring alternative means to ensure that our programstaff has the skills and abilities necessary to carry out the objectives of each of ourgrants. Toward that end, two endeavors are currently underway. The first is amonthly three-hour session where all pre-collegiate program staff will cometogether to learn about a new topic relevant to their workload, i.e. the Financial Aidprocess. These monthly events are scheduled to begin in May. The secondstrategy is to collaborate with College OPTIONS to provide joint trainings with all“college access professionals” serving the north state schools. We are confidentthat each of these endeavors will provide the training required to effectively deliverservices at our school sites, allow for the sharing of best practices, and increasecollaboration with our regional partners.6. Employee SatisfactionThe GEAR UP/TRiO team has rebounded from a very challenging year whichincluded significant staff changes and a move from the Shasta College campus tothe downtown Health Sciences and University Center. An emphasis on teambuilding and understanding the historical relevance of the programs has aidedmorale. Emphasizing the importance of community partnerships helped staff toadjust to the move to the Health Sciences and University Center. A continuedfocus on relationship building, communication and teamwork will continue to helpthis talented and dedicated group, especially as changes continue to impact theprograms for this year and next.In addition, the Educational Talent Search team experienced two major changesthis year. Nancy Berkey assumed the Interim Director position (vacated by SylviaRuano), and Cassie Rourke assumed the TRiO Advisor position in Hayfork.7. Internal Relations, Integration and CollaborationIncreasing collaboration with other college departments/ programs is an on-goingpriority area for the department. The department continues to work closely withthe Student Services Council and Student Services staff. Enhanced internalcollaborations for 2009-2010 include:Greater connection to the EWD programs through transition of precollegiateprograms to downtown area.Additional ETS staff hours dedicated to the College Connection program.- 313 -

Greater collaboration with CSU Chico through sharing of office space inHealth Sciences and University Center building.On-going attempts to raise awareness of programs through presentationsto Administrative Council and other outreach efforts.Staff participation with the Student Services Council, AdministrativeCouncil, and Matriculation Committee.8. Survey of Practices with Other CC’sShasta College is currently the only community college in the north state that hostsan Educational Talent Search Program. However, we do have cooperativerelationships with the UC Davis and CSU Chico Talent Search programs. Positiverelationships with these programs allow us to seek program advice and share bestpractices for offering services in the region.College OPTIONS also has ETS programs that co-exist in several of our partnerschools. Increased collaboration between Shasta College and College OPTIONShas produced tremendous results, including curriculum development, recruitmentand scholarship services.External Relations1. FacilitiesIn October, 2009, the Pre-Collegiate Access Programs (UB, ETS, and GU) movedadministrative offices to the Health Sciences and University Center. The SSSprogram is now co-located with the EOPS and DSPS Programs on the maincampus. In addition to these locations, ETS program staff has designatedclassroom or office space at Anderson High School, West Valley High School,Anderson New Technology High School, Hayfork High School and ElementarySchool, Trinity High School and Elementary School, and Central Valley HighSchool. Our program staff is also granted use of shared space (such as libraries,gymnasiums and cafeterias) at each of the above locations for larger events suchas Parent Nights, Financial Aid Awareness events, etc. Allocation of these spacesis warranted through a Memorandum of Understanding with each district thatoutlines the shared space agreements with each entity.At the Health Sciences and University Center, the GEAR UP/TRiO office space isshared with CSU Chico program staff. Currently, CSU Chico counselors occupytwo offices within our seven office suite. The collaboration works extremely wellbecause many of the high school students that we serve are interested in attendingCSU Chico. Consequently, having experts in our work location serves us well.2. Contact with K-12 SchoolsETS is a pre-collegiate outreach program. Consequently, contact with K-12schools is paramount. Educational Talent Search has a consistent presence (atleast two times per week) at the Anderson Union High School District and their- 314 -

feeder middle schools, Central Valley High School, Trinity High/Middle Schools andHayfork High/Middle Schools. ETS serves 600 students in their target schools.At each of the target schools, program staff provide academic counseling, adviceto ensure access to a rigorous curriculum, information on how to fundpostsecondary education and the process for enrollment. Parent Awarenessactivities are also offered to support program goals.3. Contact with Community Colleges, and Four-Year Universities and CollegesETS currently works closely with Butte and Shasta Community Colleges, CSUChico, Humboldt and Sacramento, and UC Davis. In addition, each year ETSpersonnel take students on college tours to at least three schools and universities.For example, this summer ETS staff will take students to Southern OregonUniversity and CSU Chico.Interim Director, Kate Mahar, would like to increase participation withpostsecondary schools in the regional K-16 pipeline to maximize programservices in areas such as curriculum alignment and enrollment services. Stepsare currently underway to strengthen the relationship between our departmentand the College OPTIONS program so that we can better collaborate with thehigher education partners on their Governing Board.Resource Efficiency1. SupportThe ETS program receives support from a variety of Shasta College departmentsincluding Academic Deans, Business Office, Information Technology, HumanResources, Enrollment Services, Economic and Workforce Development, FinancialAid, Student Services Vice President and Deans, Campus Safety, Food Services,Print Shop, Marketing, Physical Plant, Transportation, EOPS/DSPS, and theBookstore.All offices at Shasta College are responsive and helpful. Most of these offices arequick to respond and the support staff has excellent customer service skills. JohnMoore has been an exceptional resource for our programs through the provisionof transportation for college trips and through the physical office moves thattranspired in Fall 2009.2. Use of TechnologyETS office staff uses computers for daily work such as e-mail, word processing,spreadsheets, databases, scheduling appointments, and presentations. There aretwo communal printers for large jobs and for color printing. Staff also uses aProxima projector for student/parent activities, Financial Aid presentations andevening events. In addition, technology equipment such as computers, printersand cameras have been purchased with federal funds to support work at ourpartner schools. In these instances, equipment is assigned a Shasta Collegeinventory number and a record of all equipment is kept by Kathy Miller at theShasta College GEAR UP/TRiO office. The ETS program uses Blumen as its- 315 -

primary database for tracking program services. A plan for ensuring that classifiedstaff is fully trained on the Blumen system needs to be established.Technology concerns include a lack of computer access at Central Valley HighSchool. Educational Talent Search funds can be used to secure a computer andprinter at that school site.3. Comparison with Other InstitutionsThe ETS program is comparable in size and scope to other ETS programsnationally and in the region, although our overall service area is larger than most.ETS programs must serve a minimum of 600 students; costs per student are alsomandated by federal regulations.4. Facility Use/AvailabilityETS office staff maintains an 8 a.m.-5 p.m. schedule. School site staff maintain thehours of the school schedule. Additional evening hours are performed as neededto provide services for parents/families. Weekend staff commitments are alsorequired for certain events, such as college visits. Facility use is sufficient for thework/services required.5. Faculty and Classified StaffingThis section is not relevant for the GEAR UP/TRiO department. However, tablesdetailing the staffing structure of each program are available in Section II of thisreview.6. EquipmentETS follows the Shasta College policy for replacement of technology equipment.Other equipment is purchased as needed in compliance with federal regulationsand with the approval of Administration.7. Budget Information, Requests, Action PlansWhen the ETS project was written, the specified budgets were adequate to carryout stated goals and objectives. However, in the first year of the ETS program,delayed hiring of personnel prevented ETS from using all of the funds allocated.Consequently, the Educational Talent Search program is currently carrying asignificant balance from previous years. This is helpful for delivering services;however, it also could jeopardize our compliance status with the US Departmentof Education who watches closely to ensure that expenditures are allocated asspecified in our program plans. We currently have a revised budget that includesthe expenditure of all remaining funds; all funds must be encumbered by August31, 2010.The federal program budget for ETS requires significant revision after it is set byShasta College. There are two reasons for this. The first is that Shasta Collegerequires that budgets be submitted before we receive our official budget notificationnotice from the USDOE indicating our budget allocation for the following year. In- 316 -

addition, the federal grant cycle (September 1-August 31) is different than the statebudget cycle (July 1-June 30). Consequently, there will always be a significantportion of our budget remaining on June 30 th that must be immediately carriedforward to the next state budget year. The Business Office is well aware of thesebudget considerations and works with program staff to ensure that budgetbalances are monitored and adjusted as needed.Significant budget planning occurs every five years through the formal grantprocess. Follow up planning occurs annually. Considerations for budgetadjustments include federal allocations, program needs, staffing patterns andyearly priority areas.Financial benefits to Shasta College include approximately $16,000 in in-directfunds received annually (8%). Non-financial benefits of our programs includeincreased services to the community, greater awareness of Shasta College’sprograms and steps to enrollment, and an increase of high school students that areacademically prepared to enroll and succeed in postsecondary education. Perstudent costs are dictated by the United States Department of Education, thereforeShasta College program costs are comparable to other ETS programs nationwide.8. Reach of ServicesThe ETS program is proud of its ability to serve students and schools fromAnderson to Hayfork and throughout the tri-county region. Student needs arevast and despite our reach, additional services can be added to serve all eligiblestudents.In Fall 2010, we will have the opportunity to submit a new grant proposal for ETS.New program plans will be developed to serve additional schools in the region.Increased collaboration with the GEAR UP program will also be a goal.Student SuccessThe ETS program tracks different indicators of student success than those specified inthe Shasta College Program Review. A progress report is completed annually for ETSthrough the Federal Annual Performance Review (APR) Process. Outcome data (2009APR) includes:- 317 -

Table 2: Outcome Data for 2009Objective Activities OutcomesCounseling, college going awareness Actual result was 100%presentations, academic interventions85% of non-senior studentswill be promoted to the nextlevel.85% of high school seniorswill graduate.Counseling, college going awarenesspresentations, academic interventionsActual result was 98%85% of college-readyparticipants will apply forfinancial aid.85% of college-readyparticipants will complete acollege application.75% of college-readyparticipants will enroll in aprogram of post-secondaryeducation during the budgetperiod.General PlanningFAFSA nights, parent information nights,Cash for College EventsApplication Nights, student and parentmeetings, class-room presentationsCounseling, college going awarenesspresentations, academic interventions,application events, parent educationActual result was 85%.Actual result was 95%Actual result was 83%.The ETS program aligns with the Shasta College goals of providing services to thecommunity and increasing access and retention of Shasta College students. The InterimDirector of GEAR UP/TRiO must follow national trends closely to determine yearlybudgets and program priority areas. The Obama Administration is a vocal advocate forboth GEAR UP and TRiO; however, federal budgets are limited. Consequently, levelfunding should be predicted for the next few years. National policies dictating access toeducation, Pell grants and financial aid must also be followed closely to ensure that weoffer the best services to students. State trends dictating Cal Grants, what qualifies asrigorous curriculum, and graduation requirements must also be watched.At this time, interpretation of the renewed Higher Education and Opportunity Act is beingconducted through the process of Federally Negotiated Rule Making. Outcomes of thisprocess will dictate changes to current programs and guide future grant cycles. KateMahar is closely following this process to ensure that all programs remain in compliancewith the guidelines and timelines set forth by the USDOE. (More details of potentialchanges will be discussed in Section V.)Student Learning OutcomesStudent Learning Outcomes are detailed in Section II of this report. These outcomeswere developed in accordance with program objectives and services are conductedaccordingly. Formative and summative assessments are conducted for each programand information gathered is used to adjust program services, identify best practices,shape budget decisions and meet reporting requirements set by the USDOE.- 318 -

Program SummaryBased on a review of the Educational Talent Search SLO’s/SAO’s, the following chartindicates program strengths and weaknesses. The strengths and weaknesses of theDepartment as a whole are also included.Table 3: Primary Strengths and WeaknessesProgram Strengths Areas for FocusETSSystemsBroad impactServices to high school seniorsPartnershipsServices at south county high schoolsRecruitmentServices to middle school studentsNeeds assessmentsGrade specific curriculumParent activitiesGEAR UP/TRiODepartmentDedicated staffRecordkeepingMotivation and commitment of teamCoordination of servicesPartnership/team buildingAwareness of programsProfessional developmentCoordination with similar programs in the regionGoals, Recommendations, Priorities, PlansPriority goals of the ETS program include:Resolve staffing pattern. Find permanent, qualified staff for the Director of GEARUP/ TRiO and the ETS Project Director.Maintain compliance efforts for all programs; monitor developments with HEOAand adjust programs accordingly.Secure renewed grant funding for ETS (Summer/Fall, 2010).Revise 2010-2011 program plan to include focus on A-G access.Develop systems for tracking students once they enter college.Write/Access grade specific curriculum for college awareness.Ensure that all program funds are encumbered by August 2010.Successfully integrate Early Assessment Program into Department goals andactivities.Build partnerships; collaborate with similar programs in service delivery andprofessional growth.Ensure all program staff is highly qualified and understands regulations andlegislation relevant to their projects.Continue to raise awareness of program goals and activities within the ShastaCollege community and tri-county region.Additional department priorities will be dictated by the amendments to the reauthorizedHigher Education and Opportunity Act. Plans to implement the following are currentlyunderway.- 319 -

Table 4: HEOA Amendments and Impacts on ProgramChangeHEOA Priority is no longer onensuring access to postsecondaryeducation but on ensuring successonce students are enrolled.ImpactETS must now track students through the first years ofenrollment in postsecondary education.ETS must provide access to rigorous curriculum toensure that high school graduates are “college ready.”HEOA Priority on serving fosteryouth and students in need ofacademic support.HEOA Priority on Access to RigorousCurriculumEnrollment criteria will change for ETS program.Tracking procedures will change for eligible participants.ETS will have to specify objective for number of studentsthat will graduate with A-G criteria satisfied.ETS will have a two-tier payment system with studentsaccessing rigorous curriculum receiving additional funds.- 320 -

APPENDIX CTRiO Educational Talent Search (ETS)Action Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets Program orItem(s) RequestedTotal AmountDescription of Activity/PlanDivisionObjective/GoalResolve staffing pattern. Find permanent, qualified stafffor the Director of GEAR UP/ TRiO and the ETS ProjectDirector.Yes Hiring processes underway. Non-BudgetDependentEvaluate current staffing pattern in preparation for nextgrant cycle. Examine the extent to which program mightbe better served if advisors were Shasta Collegeemployees.Maintain compliance efforts for all programs; monitordevelopments with HEOA and adjust programsaccordingly.Yes Process underway. Non-BudgetDependentYesAccess training as available (on-line andconference formats)$3,000-5,000(grant funds)Create grade-level specific curriculum to promotecollege going culture from 7 th through 12 th grades.Secure renewed grant funding for ETS (Summer,2010).Successfully integrate Early Assessment Program intoDepartment goals and activities.YesYesYesDirector to attend bidder’s workshops hostedby Council of Opportunity in EducationPilot program led by Chancellor’s Office tobegin July 1, 2010Non-BudgetDependent$3,000-5,000(districtfunds)Non-BudgetDependentBuild partnerships; collaborate with similar programs inservice delivery and professional growth.YesNon-BudgetDependent- 321 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010TRiO Student Support Services(SSS)Spring 2010

Student Services Program ReviewTRiO Student Support Services (SSS)Reporting Director: Kathleen Mahar, Ed.D.General Program InformationStudent Support Services is one of three federally funded TRiO programs currentlyoffered at Shasta College. The other two TRiO programs, Upward Bound andEducational Talent Search, are pre-collegiate outreach programs focused on 6 th through12 th grade students. Student Support Services supports current community collegestudents whom have expressed transfer as their goal. All programs are authorizedunder the Higher Education and Opportunity Act and share the common goal ofincreasing educational options for low income and/or first generation college students.The Higher Education Act (HEA) was originally signed into law in 1965 to ensure thatpostsecondary education options were available to all students in the United States.The original act was the Johnson Administration’s attempt to remedy discriminatorypractices that had prevented low income students and student of color from enteringcollege and achieving their educational dreams. To achieve these goals, the HigherEducation Act allocated funds for programming that would increase financial aid options,help students complete high school and enter postsecondary education, increasefunding to institutions serving non-traditional students and, improve college teachingprograms for students seeking to teach in the K-12 system.The TRiO Programs gained prominence shortly after the original signing of the HigherEducation Act. The term TRiO actually refers to several different programs that servethose who are first generational college students and meet a low-income criteriaestablished by the US Department of Education. All TRiO programs are similar in thatthey provide tutoring, summer enrichment, financial aid awareness, enrollment supportand college tours for the students that participate in the program. Upward Bound (UB),which serves 9-12 grade students, began in 1964 and was first of the TRiO programs.Educational Talent Search (ETS), serving students from 6 th through 12 th grade wasadded in 1965, and the Student Support Services (SSS) Program, serving collegestudents, was added shortly thereafter. Together, these three programs were termedthe “TRiO” programs; although there are now a total of eight programs in the TRiO familywhich are all designed to encourage students from diverse, non-traditional backgroundsto pursue postsecondary education.All TRiO programs are governed by Title IV of the HEA. Title IV specifically authorizesstudent assistance and access programs that support students from low socio-economicbackgrounds, students with disabilities, first-generation college students and students ofcolor.Four decades after its creation, the Higher Education Act continues to define the rolethat the federal government plays in postsecondary education. Federal legislation statesthat the HEA must be reviewed and amended every seven years. The last renewal wasextended for several years but finally came to resolution in 2008 with a slight name- 324 -

change, the Higher Education and Opportunity Act (HEOA). The HEOA continues todictate the program design and direction of the TRiO programs. Under the newlegislation, several program changes will be required of each of the programs, includingStudent Support Services. For example, the new HEOA mandates that participants inthe SSS program receive training to promote Financial Literacy. Also, the extent towhich SSS can collaborate with non-federal student support programs has also beenexpanded.In the Fall 2009, a proposal was written to seek a five year renewal for the SSS program.If approval is granted, SSS will receive approximately $264,000/year through 2014-2015.Written notification is expected in June 2010.Program Definition/DescriptionTRiO Student Support Services (SSS)The TRiO Student Support Services (SSS) program focuses on improving collegeretention and graduation rates of 200 eligible Shasta College transfer students. Programparticipants are provided with a range of academic and non-academic supplementalservices that include tutoring, academic, career and personal counseling, remedialassistance, and cultural enrichment activities. Services provided include registrationassistance (EdPlans), academic, career and personal counseling, lending library,Supplemental Grant Aid for qualified PELL recipients, campus visits, cultural activities,tutoring, program-specific orientations and requirements, and transfer assistance.Program Mission/PurposeThe mission of TRiO Student Support Services is to increase the retention, graduation,and transfer rates of eligible college students, and to foster an institutional climatesupportive of the success of low-income, first-generation students and students withdisabilities. This mission is aligned to the Shasta College Strategic Plan as follows:Strategy I.2) Engage in activities designed to increase the funding available tothe college.Strategy I.3) Develop services and retention strategies to increase the rate atwhich students successfully complete their academic goals.Program SLOs/SAOsStudent Learning Outcomes:1. As a result of required academic counseling appointments and orientation,first-year TRiO SSS participants will state an educational goal and namepotential transfer institutions.Assessment:TRiO SSS student database, counseling records.- 325 -

2. As a result of required academic counseling and support services, 80 percentof TRiO SSS students will graduate and/or transfer to four year institutions withinsix semesters of acceptance into the program.Assessment:Acceptance letters, student tracking systems.Service Area Outcomes:1. TRiO SSS will provide complete educational plans for all participants andmonitor student progress through regular required appointments.Assessment:Completion of online EdPlan and ongoing revision as necessary.2. TRiO SSS will assist all participants in determining and finalizing transfer plansthrough campus visits, counseling appointments, online applications, financialaid assistance, and scholarship applications.Assessment:Acceptance letters from transfer institutions, confirmation of housing, andfinancial aid verification.3. TRiO SSS will increase the persistence rate of low-income, first-generationstudents by providing activities designed to increase contact with programstaff and other program participants.Assessment:Monitoring student progress, providing academic assistance as needed, andremoving financial and other barriers to support student success.Program Service Area Quality1. Staffing:Program AnalysisKate Mahar is currently the Interim Director of the GEAR UP/TRiO Department(Student Support Services, Educational Talent Search, Upward Bound and GEARUP). Starting in Fall 2010, the SSS program will be reassigned to the charge ofSandra Hamilton Slane, Director of EOPS/DSPS. This transition will allow SSS,EOPS and DSPS to co-locate in one office suite and serve as “one-stop” forstudents seeking support services. Sandra will oversee budgets, communicationwith the District and functions relating to human resources. Jeannette Velasquez- 326 -

will lead program design and counseling activities. Myra Urbanski, Staff Secretary,will coordinate the administrative, reporting and tracking functions associates withthe project.The Student Support Services Program has an excellent staff that is well versed inprogram requirements and strongly believes in the mission of the SSS Program.Currently, Kate Mahar oversees program budgets and compliance, but much of theday to day operations are left to Jeannette Velasquez. Jeanette is a facultymember with release time to serve as Project Director for 50% of her load. Sheserves as an SSS Counselor for the remaining 50%. Keri Hom supports theremaining counselor obligations as a .4 FTE. Her remaining load is with the EOPSProject. Myra Urbanski assumes a great deal of responsibility for the SSS projectas Staff Secretary. The SSS team also includes two work study students andtutoring staff as needed.Table 1: StaffingName Position FTE Fiscal AgentKate Mahar Interim Director 5% Shasta CollegeKeri Hom Counselor 40% Shasta CollegeMyra Urbanski Staff Secretary 100% Shasta CollegeJeanette VelasquezAssistant DirectorCounselor50%50%Shasta CollegeAs stated above, the SSS program will report to Sandra Hamilton Slane, Directorof EOPS/DSPS Programs for the next fiscal year. This will allow for increasedcollaboration between the SSS, EOPS and DSPS Programs. This move isauthorized under the revised Higher Education and Opportunity Act which allowsgrants to assume additional administrative costs of a non-SSS Director if theadministrator is relieving the work load of the SSS Director and tasks given to theadministrator are clearly delineated. Jeanette will remain as SSS lead for programpurposes and continue to serve as the liaison with the US Department ofEducation. Keri Hom will return to EOPS as a 100% EOPS counselor.This staffing structure is adequate to support the goals and responsibilities of theSSS grant. However, the SSS program would be better served if the current SSSStaff Secretary was reclassified as a paraprofessional position.2. Materials and EquipmentStudent Support Services personnel routinely use computers with Microsoft OfficeSuite as the most common software. Outlook is used for e-mail and calendaring,Access and Excel for data storage and tracking. Word and PowerPoint arecommonly used for documents and presentations. Datatel allows program staff toset and monitor program budgets. Laptops and Proxima projectors are used forfinancial aid awareness events, parent outreach activities and workshoppresentations. All of our program staff use computers at their worksites.Computers, printers and other equipment bought with federal funds are inventoriedby Shasta College. All equipment has Shasta College tags containing inventorynumbers that are tracked by Kathy Miller, Senior Staff Secretary of the GEARUP/TRiO department.- 327 -

3. Faculty Availability for General College ServiceSSS staff is available to support college functions as needed. Staff members areencouraged to participate with relevant campus councils and events to promotepartnerships and continued collaboration. Jeannette Velasquez attends counselingmeetings and participates on the scholarship committee. She also is a member ofAdministrative Council. Myra Urbanski is a member of the textbook committee.4. Service/Tutoring Centers/LabsThe SSS program shares the office suite with the EOPS and DSPS programs andhas access to the computer labs at that site.5. Opportunities for Professional DevelopmentProfessional development has been a priority for Interim Director, Kate Mahar.Federal regulations state that GEAR UP and TRiO staff are required to attendtraining as a condition of grant funding. TRiO programs throughout the nationare required to attend four (4) Priority Trainings covering legislation, regulations,best practices and program design. Priority Area 1- “Legislation and Regulations”training was offered in Las Vegas, as a free training for SSS program staff.Jeanette Velasquez attended the event. In April, Myra Urbanski attended aCouncil of Opportunity Training for TRiO staff in San Francisco. This trainingexplored changes in the Higher Education Act relevant to the SSS program,including allocation/tracking requirements for supplemental grant aid and how toprepare for a federal site visit.Kate Mahar is currently exploring alternative means to ensure that program staffhas the skills and abilities necessary to carry out the objectives of each of ourgrants. Toward that end, two endeavors are currently underway. The first is amonthly three-hour session where all program staff will come together to learnabout a new topic relevant to their workload, i.e. the Enrollment Process. Thesemonthly events are scheduled to begin in May. The second strategy is tocollaborate with College OPTIONS to provide joint trainings with all “college accessprofessionals” serving the north state schools. We are confident that each of theseendeavors will provide the training required to effectively deliver services at ShastaCollege and our partnering school sites, allow for the sharing of best practices, andincrease collaboration with our regional partners.6. Employee SatisfactionThe GEAR UP/TRiO team has rebounded from a very challenging year whichincluded significant staff changes and two moves. The pre-collegiate programsmoved from the Shasta College campus to the downtown Health Science andUniversity Center.The SSS program was relocated to the shared space of EOPS/CARE and DSPS.This will facilitate increased coordination of services for campus programs thatserve similar student populations. The administrative authority of the program willtransition to Sandra Hamilton Slane at the end of this grant cycle. Strong- 328 -

communication between program staff has eased the stress of this transition,resulting in increased employee satisfaction.7. Internal Relations, Integration and CollaborationIncreasing collaboration with other college departments/ programs is an on-goingpriority area for the SSS program. Enhanced internal collaborations for 2009-2010include:An increased partnership with EOPS through the shared counselingposition of Keri Hom.Integration with the EOPS/DSPS program through the transition of theSSS program to the EOPS/DSPS location.On-going attempts to raise awareness of programs through presentationsto Administrative Council and other outreach efforts.8. Survey of Practices with Other CC’sShasta College TRiO programs have cooperative relationships with the UC Davis,Butte College, CSU Chico and College of the Siskiyous programs. Positiverelationships with these programs allow us to seek program advice and share bestpractices for offering services in the region. As a whole, the Shasta College SSSprogram’s success, retention, and transfer rates exceed similar programs in theregion.External Relations1. FacilitiesAs stated above, in October 2009, the Pre-Collegiate Access Programs (UB, ETS,and GU) moved administrative offices to the Health Sciences and UniversityCenter. The SSS program is now co-located with the EOPS and DSPS Programson the main campus. The new location for SSS will allow for increasedcollaboration between programs serving similar students.2. Contact with K-12 SchoolsSSS works closely with the Shasta College pre-collegiate outreach programs andthe schools that they serve to ensure that high schools in the region are aware ofthe SSS program and the services that it offers eligible participants. SSS alsorecruits from local TRiO programs to ensure that students are able to transitioneffectively from high school to Shasta Community College.3. Contact with Community Colleges, and Four-Year Universities and CollegesThe SSS Program currently works closely with Butte Community College, CSUChico, Humboldt and Sacramento, and UC Davis. In addition, each year the SSSprogram takes students on college tours to at least two schools. SSS also offereda “Food for Thought” seminar on transferring out of state which highlighted schoolsin the WUE Consortium.- 329 -

Steps are currently underway to strengthen the relationship between the SSSprogram and the College OPTIONS program so that we can better collaborate withthe higher education partners on their Governing Board.Resource Efficiency1. SupportSSS receives support from a variety of Shasta College departments includingAcademic Deans, Enrollment/Admissions, Business Office, InformationTechnology, Human Resources, Enrollment Services, EWD, Financial Aid, StudentServices Vice President and Deans, Campus Safety, Food Services, Print Shop,Marketing, Physical Plant, Transportation, EOPS/DSPS, and the Bookstore.All offices at Shasta College are responsive and helpful. Most of these offices arequick to respond and the support staff has excellent customer service skills. JohnMoore has been an exceptional resource for our programs through the provision oftransportation for college trips and through the physical office moves thattranspired in Fall 2009.2. Use of TechnologyOffice staff uses computers for daily work such as e-mail, word processing,spreadsheets, databases, scheduling appointments, and presentations. There aretwo communal printers for large jobs and for color printing. Staff also uses aProxima projector for student/parent activities, Financial Aid presentations andevening events. In addition, technology equipment such as computers, printersand cameras have been purchased with federal funds to support work at ourpartner schools. In these instances, equipment is assigned a Shasta Collegeinventory number and a record of all equipment is kept by Kathy Miller at theShasta College GU/TRiO office. The SSS program uses Blumen as their primarydatabase for tracking program services. A plan for ensuring that support staff isfully trained on the Blumen system needs to be established.3. Comparison with Other InstitutionsThe SSS program is comparable in size and scope to other SSS programsnationally and in the region. Allocations per participant are set by the Departmentof Education so budgets are also comparable. However, graduation, transfer andretention rates exceed the regional and national norm.4. Facility Use/AvailabilitySSS office staff maintains an 8 a.m.-5 p.m. schedule. Additional evening hours areperformed as needed to provide services for parents/families. Weekend staffcommitments are also required for certain events, such as college visits. Facilityuse is sufficient for the work/services required.- 330 -

5. Faculty and Classified StaffingThis section is not relevant for the GEAR UP/TRiO department. However, tablesdetailing the staffing structure of each program are available in Section II of thisreview.6. EquipmentThe SSS program follows the Shasta College policy for replacement of technologyequipment. Other equipment is purchased as needed in accordance with relevantregulations and with the approval of Administration.7. Budget Information, Requests, Action PlansWhen the SSS program plan was written, the specified budget was adequate tocarry out stated goals and objectives. However, in the last few years, the USDepartment of Education has only been able to offer “level-funding” from one yearto the next. Consequently, as COLA and staff salaries increase, it has become achallenge to offer the same level of services to students. SSS staff is doing a greatjob capitalizing on limited budgets without sacrificing program design.The federal program budget for SSS requires significant revision after it is set byShasta College. There are two reasons for this. The first is that Shasta Collegerequires that budgets be submitted before we receive our official budget notificationnotice from the USDOE indicating our budget allocation for the following year. Inaddition, the federal grant cycle (September 1-August 31) is different than the statebudget cycle (July 1-June 30). Consequently, there will always be a significantportion of our budget remaining on June 30 th that must be immediately carriedforward to the next state budget year. The Business Office is well aware of thesebudget considerations and works with program staff to ensure that budgetbalances are monitored and adjusted as needed.Significant budget planning occurs every five years through the formal grantprocess. Follow up planning occurs annually. Considerations for budgetadjustments include federal allocations, program needs, staffing patterns andyearly priority areas.Financial benefits to Shasta College includes approximately $16,000 in in-directfunds received annually (8%). Non-financial benefits of our programs includeincreased services to the community, greater awareness of Shasta College’sprograms and steps to enrollment, and an increase of community college studentsthat are academically prepared to enroll and transfer to a four-year institution. Perstudent costs are dictated by the United States Department of Education, thereforeShasta College program costs are comparable to other SSS programs nationwide.8. Reach of ServicesSSS is only allowed to serve 175-200 students annually. This is a smallpercentage of Shasta College’s eligible student population. Consequently, theSSS staff attempts to expand their reach of services by supporting the college indifferent ways. Sharing best practices for serving educationally disadvantaged- 331 -

students is one of the key ways that SSS can positively impact the campus.Ensuring that SSS students are aware of additional resources and servicesavailable to them (on the campus) also expands the reach of the program.Student SuccessThe SSS Program tracks different indicators of student success than those specified inthe Shasta College Program Review. Progress reports are completed annually for eachprogram through the Federal Annual Performance Review (APR) Process. Outcomedata for the program (2009 APR) are as follows:Table 2: Outcome Data for 2009Objective Activities OutcomesEd Plans, academicinterventions, counseling,cohort activitiesPersistence: 60% of eligibleparticipants will persist towardcompletion of the academicprograms in which they are enrolledExceeded 80%; 144 out of 175persisted toward completionGood Academic Standing: 75% ofeligible participants will meetacademic performance levelsrequired to stay in good academicstanding at the institutionTransfer: 20% of eligibleparticipants will transfer each yearEd Plans, academicinterventions, counseling,cohort activitiesEd Plans, academicinterventions, counseling,cohort activities, Food forThought, College VisitsExceeded 88%; 155 out of 175remained in good academicstandingExceeded 28%General PlanningThe SSS program aligns with the Shasta College goals of providing services to thecommunity and increasing access and retention of Shasta College students. The SSSDirector must follow national trends closely to determine yearly budgets and programpriority areas. The Obama Administration is a vocal advocate for TRiO programs;however, federal budgets are limited. Consequently, level funding should be predictedfor the next few years. National policy dictating access to education, Pell grants andFinancial Aid must also be followed closely to ensure that the program continues to offerthe best services to students. State trends dictating Cal Grants and UC/CSUadmissions requirements must also be watched.At this time, interpretation of the renewed Higher Education and Opportunity Act is beingconducted through the process of Federally Negotiated Rule Making. Outcomes of thisprocess will dictate changes to current programs and guide future grant cycles. KateMahar is closely following this process to ensure that all programs remain in compliancewith the guidelines and timelines set forth by the USDOE. (More details of potentialchanges will be discussed in Section V.)- 332 -

Student Learning OutcomesStudent Learning Outcomes are detailed in Section II of this report. These outcomeswere developed in accordance with program objectives and services are conductedaccordingly. Formative and summative assessments are conducted for each programand information gathered is used to adjust program services, identify best practices,shape budget decisions and meet reporting requirements set by the USDOE.Program SummaryBased on a review of Student Support Services SLO’s/SAO’s, the following chartindicates the program’s primary strengths and weaknesses. The strengths andweaknesses of the department as a whole are also included.Table 3: Primary Strengths and WeaknessesProgram Strengths Areas for FocusStudentSupportServicesCounseling ServicesOutreach ActivitiesGrant Aid to StudentsStudent OutcomesCohort modelSupplemental services; i.e “Food for Thought”Financial LiteracyTutoring ServicesSupplemental Grant Aid to students(changing legislation)Advisory BoardIncreased integration with DSPSMore campus visitsGoals, Recommendations, Priorities, PlansPriority goals of the SSS Program include:Adjust SSS secretary position to paraprofessional status.Ensure successful transition of SSS program into EOPS/DSPS office suite.Maintain compliance efforts for all programs; maintain developments with HEOAand adjust programs accordingly.Ensure all program staff is highly qualified and understand regulations andlegislation relevant to their projects.Continue to raise awareness of program goals and activities within the ShastaCollege community and tri-county region.Additional department priorities will be dictated by the amendments to the reauthorizedHigher Education and Opportunity Act. Plans to implement the following are currentlyunderway.- 333 -

Table 4: HEOA Amendments and Impacts on ProgramChangeHEOA encourages increasedcollaboration between programserving similar students; whether ornot programs are state or federallyfunded.ImpactIncreased collaboration with EOPS/DSPS.Opportunity to share services if costs are allocatedappropriately.Alternative models for leadership.HEOA Priority on Financial LiteracySSS programs must provide Financial Literacy curriculumto students.Staff must counsel on most cost-effective ways to accesspostsecondary education.HEOA Priority on serving fosteryouth and students in need ofacademic support.Enrollment criteria will change for SSS students.Tracking procedures will change for eligible participants.- 334 -

APPENDIX CTRiO Student Support Services (SSS)Action Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets Program orItem(s) RequestedTotal AmountDescription of Activity/PlanDivisionObjective/GoalAdjust SSS secretary position to paraprofessionalstatus.Yes Transition of secretary position to begin uponreceipt of next SSS grant.$5,000increase:Ensure successful transition of SSS program intoEOPS/DSPS Office Suite.(grant funds)Yes Process underway Non-BudgetDependentMaintain compliance efforts for all program; monitordevelopments with HEOA and adjust programaccordingly.YesAccess training as available (on-line andconference formats)$3,000-5,000(grant funds)Ensure all program staff is highly qualified andunderstand regulations and legislation relevant to theirprojects.YesDirector will lead professional developmentefforts as needed; staff will access relevantCOE training as requiredNon-BudgetDependentDevelop an SSS Advisory Board. Yes Non-BudgetDependentDevelop a curriculum/ series of workshops to promoteFinancial Literacy for participants.Yes Curriculum, resources Non-BudgetDependentEnsure all program staff is highly qualified andunderstand regulations and legislation relevant to theirprojects.Continue to raise awareness of program goals andactivities within the Shasta College community and tricountyregion.YesYesDirector will lead professional developmentefforts as needed.Access COS trainings as required.Non-BudgetDependentTBDNon-BudgetDependent- 335 -

SHASTA COLLEGEStudent ServicesProgram Review2009-2010TRiO Upward Bound(UB)Spring 2010

Student Services Program ReviewTRiO Upward Bound (UB)Reporting Director: Kathleen Mahar, Ed.D.General Program InformationThere are four US Department of Education programs: 1. Gaining Early Awareness andReadiness for Undergraduate Program (GEAR UP), 2. TRiO Educational Talent Search(ETS), 3. TRiO Student Support Services (SSS) and, 4. TRiO Upward Bound (UB). Allprograms are authorized under the Federal Higher Education and Opportunity Act andshare the common goal of increasing educational options for low income and/or firstgeneration college students.The Higher Education Act (HEA) was originally signed into law in 1965 to ensure thatpostsecondary education options were available to all students in the United States.The original act was the Johnson Administration’s attempt to remedy discriminatorypractices that had prevented low income students and student of color from enteringcollege and achieving their educational dreams. To achieve these goals, the HigherEducation Act allocated funds for programming that would: increase financial aidoptions; help students complete high school and enter postsecondary education;increase funding to institutions serving non-traditional students; and, improve collegeteaching programs for students seeking to teach in the K-12 system.The TRiO Programs gained prominence shortly after the original signing of the HigherEducation Act. The term TRiO actually refers to several different programs that servethose who are first generational college students and meet a low-income criteriaestablished by the US Department of Education. All TRiO programs are similar in thatthey provide tutoring, summer enrichment, financial aid awareness, enrollment supportand college tours for the students that participate in the program. Upward Bound (UB),which serves 9-12 grade students, began in 1964 and was first of the TRiO programs.Educational Talent Search (ETS), serving students from 6 th through 12 th grade wasadded in 1965, and the Student Support Services (SSS) Program, serving collegestudents, was added shortly thereafter. Together, these three programs were termedthe “TRiO” programs, although there are now a total of eight programs in the TRiO familywhich are all designed to encourage students from diverse, non-traditional backgroundsto pursue postsecondary education.President Clinton introduced the GEAR UP Program in 1997 as part of his K-12educational reform agenda. It was officially established during the 1998 renewal of theHigher Education Act. The GEAR UP Program’s primary difference from TRiO was itsfocus on whole school, systematic reform. Unlike the TRiO programs, which serveeligible students, the GEAR UP program serves eligible schools (those with 50% of morestudents eligible for Free and Reduced Lunch). GEAR UP programs provide directservices to cohorts of students as they follow them from 7 th grade through high schoolgraduation. GEAR UP also provides broader support for parents, teachers and“systematic reform efforts” such as curriculum alignment and data support.- 338 -

Comprehensive partnerships with public and private organizations are also arequirement of the GEAR UP Program Design.All GEAR UP and TRiO programs are governed by Title IV of the HEA. Title IVspecifically authorized student assistance and access programs that support studentsfrom low socio-economic backgrounds, students with disabilities, first-generation collegestudents and students of color.Four decades after its creation, the Higher Education Act continues to define the rolethat the federal government plays in postsecondary education. Federal legislation statesthat the HEA must be reviewed and amended every seven years. The last renewal wasextended for several years but finally came to resolution in 2008 with a slight namechange, the Higher Education and Opportunity Act (HEOA). The HEOA continues todictate the program design and direction of the GEAR UP and TRiO programs. Underthe new legislation, several program changes will be required in each of our projects.These changes will be introduced in phases for each program; specific details of theadaptations and the timelines for implementation are currently in federal negotiations.However these changes are extremely relevant for this program review because they willdictate the action plans/next steps for Upward Bound, and for the GEAR UP/TRiOdepartment as a whole.Program Definition/ DescriptionTRiO Upward BoundUpward Bound offers 50 9 th through 12 th grade students extensive academic instructionas well as counseling, mentoring and other support services. Students meet throughoutthe school year and participate in an intensive six week residential summer program.Most students—about 90 percent— enter Upward Bound while in ninth or tenth gradeand remain with the program through twelfth grade. The average annual cost perparticipant is approximately $3,600.Program Mission/PurposeUpward Bound provides fundamental support to eligible low-income, first-generationhigh school students in their preparation for college entrance. The program providesopportunities for participants to succeed in their pre-college performance and ultimatelyin their higher education pursuits. The goal of Upward Bound is to increase the rate atwhich participants complete secondary education and enroll in and graduate frominstitutions of postsecondary learning.Program SLOs/SAOsStudent Learning Outcomes:1. High school Upward Bound participants will learn about the two-year andfour-year college systems, which include types of institutions and therequirements for each.Assessment:Program records, participant tracking forms, and student survey.- 339 -

2. Upward Bound High school participants attending academic advising andworkshops will understand the financial aid process and funding opportunitiesavailable.Assessment:Participant tracking forms, timely FAFSA completion.3. High school participants will understand their options for post-secondaryeducation and the requirements for enrollment, including college applications,assessment testing (ACT/SAT or Compass and AccuPlacer), registration,counseling (EdPlan), and orientation.Assessment:Track numbers of students who took the online assessment test at each of thepartner high schools, completed online college applications, required testing,registration, counseling/EdPlan and orientation (if for Shasta College).4. Participants will improve high school grades through academic instruction insubjects of math, science, English, and Foreign language.Assessment:Monitor students’ progress by analyzing progress reports, grades andtranscripts.Service Area Outcomes:1. Upward Bound will offer academic instruction and tutoring in math, science,English, and foreign language.Assessment:Pre and post tests, student progress reports.2. Upward Bound will offer workshops for financial aid assistance and studentadvising regarding postsecondary admissions.Assessment:Participant tracking forms, program record keeping on postsecondaryenrollment.3. Upward Bound will increase the amount of students completing high school andentering college through supplemental academic support services, ongoingcounseling, campus visits and cultural experiences.- 340 -

Assessment:Upward Bound participant graduation rate, applications to college, enrollments incollege.4. Upward Bound will increase student participation in the summer program andextend summer program from four to six weeks.Assessment:Track student attendance with the Blumen data entry program.Program Service Area Quality1. Staffing:Program AnalysisTable 1: StaffingName Position FTE Fiscal AgentKate Mahar Interim Director 25% Shasta CollegeMarleana Groundwater Staff Secretary 50% Shasta CollegeKathy Miller Senior Staff Secretary 15% Shasta CollegeSylvia Ruano Project Director 100% Shasta CollegeUpward Bound faced some program challenges last year which resulted insignificant staff changes. After the departure of the previous Assistant Director inJune 2009, Sylvia Ruano assumed the role of UB Director. Sylvia previouslyserved as the Educational Talent Search (ETS) Director. Marleana Groundwatersplits her time evenly between the UB and ETS programs. Kathy Miller supportsbudget tracking and documentation of the program.The Upward Bound Project also employs 8-10 summer mentors to support theirannual six week summer program. 2009-2010 has been a rebuilding year for theUpward Bound Program. We have strengthened our partnerships, programservices and outreach to students. Maximizing program offerings and rebuildingtrust with the US Department of Education are still the primary goals.Sylvia Ruano and UB program staff currently report to Kate Mahar, the InterimDirector of the GEAR UP/TRiO programs. Starting in Fall 2010, the SSS programwill be reassigned to the charge of Sandra Hamilton Slane, Director ofEOPS/DSPS. The Director of GEAR UP/TRiO will remain in charge of the threeprojects that serve middle and high school students; specifically, GEAR UP, ETSand Upward Bound. The Director position will be split as follows: 50% GEAR UP,25% Upward Bound and 25% Educational Talent Search. This division of duties isauthorized under the Reauthorization of the Higher Education and Opportunity Act(HEOA). Previously, GEAR UP and TRiO programs required that a Director be100% time; exceptions were granted for 50% allocations under specialcircumstances. Under the regulations of the new HEOA, a single Program Directorcan now serve multiple projects if: a) the programs serve similar populations and,- 341 -

) if having a common Director would lead to greater collaboration amongstprograms. The proposed structure for 2010-2011 meets both of those criteria.The primary goal of the Director of GEAR UP/TRiO is to oversee departmentbudgets, personnel, compliance, evaluation, grant renewals, communication withUS Department of Education, communication with Shasta College, partnershipgeneration and overall program accountability. This structure allows Sylvia Ruano,UB Director, to concentrate efforts on effectively delivering direct services tostudents.UB and the GEAR UP/TRiO department have undergone significant changes in thelast year. Consequently, goals for the upcoming year continue to emphasize teambuilding and staff development. In addition, significant effort continues to befocused on ensuring that each Project Director firmly understands the regulationsof the programs in their charge. Maximizing relationships with partners, ShastaCollege and the US Department of Education also continue to be a high priority.2. Materials and EquipmentUpward Bound personnel routinely use computers with Microsoft Office Suite asthe most common software. Outlook is used for e-mail and calendaring, Accessand Excel for data storage and tracking. Word and PowerPoint are commonlyused for documents and presentations. Datatel allows program staff to set andmonitor program budgets. Laptops and Proxima projectors are used for financialaid awareness events, parent outreach activities and workshop presentations. Allof our program staff uses computers at their worksites. Computers, printers andother equipment bought with federal funds are inventoried by Shasta College. Allequipment has Shasta College tags containing inventory numbers that are trackedby Kathy Miller, Senior Staff Secretary.The Upward Bound Director also has office space at each of the UB partnerschools, specifically Central Valley High School, Foothill High School andEnterprise High School. Equipment has been provided at each site. Significantsupplies are required for the annual six week summer school.3. Faculty Availability for General College ServiceUpward Bound staff is available to support college functions as needed. Staffmembers are encouraged to participate with relevant campus councils and eventsto promote partnerships and continued collaboration. For example, Sylvia Ruanois an active member of the Latina Leadership Group, scholarship committees and aparticipant with the Shasta College Administrative Leadership Program. KateMahar is a member of the Student Services Council. Mahar and Ruano alsoattend the Administrative Council Meetings.4. Service/Tutoring Centers/LabsThe UB Director has access to tutoring/computer labs at each of the partnerschools. Upward Bound utilizes Shasta College computer labs during their sixweeksummer program. The Health Sciences and University Center building also- 342 -

has labs available for program use. This is particularly helpful during Financial Aidand enrollment events where multiple computers are used simultaneously.5. Opportunities for Professional DevelopmentProfessional development has been a priority for Interim Director, Kate Mahar.Federal regulations state that GEAR UP and TRiO staff are required to attendtraining as a condition of grant funding. TRiO programs throughout the nation arerequired to attend four (4) Priority Trainings covering legislation, regulations, bestpractices and program design. It is our goal to send Sylvia Ruano and Kate Maharto an Upward Bound “Legislation and Regulation” training this summer/fall.Alternatives to travel have also been sought. Program staff has accessed Councilof Opportunity in Education (COE) webinars on pertinent topics when available.Kate Mahar also attended the Research and Planning Group’s Student SuccessConference in San Francisco in October 2009. Kate facilitated the Community ofPractice session on “Understanding the K-16 Pipeline” at this event.Kate Mahar is currently exploring alternative means to ensure that our programstaff has the skills and abilities necessary to carry out the objectives of each of ourgrants. Toward that end, two endeavors are currently underway. The first is amonthly three-hour session where all pre-collegiate program staff will cometogether to learn about a new topic relevant to their workload, i.e. engaging parentsand/or retaining students. These monthly events are scheduled to begin in May.The second strategy is to collaborate with College OPTIONS to provide jointtrainings with all “college access professionals” serving the north state schools.We are confident that each of these endeavors will provide the training required toeffectively deliver services at our school sites, allow for the sharing of bestpractices, and increase collaboration with our regional partners.6. Employee SatisfactionThe GEAR UP/TRiO team has rebounded from a very challenging year whichincluded significant staff changes and a move from the Shasta College campus tothe downtown Health Sciences and University Center. An emphasis on teambuilding and understanding the historical relevance of the programs has aidedmorale. Emphasizing the importance of community partnerships helped staff toadjust to the move to the Health Sciences and University Center. A continuedfocus on relationship building, communication and teamwork will continue to helpthis talented and dedicated group, especially as changes continue to impact theprograms for this year and next.Sylvia Ruano assumed the Upward Bound position after it was vacated last Julyfollowing an investigation into how the program was operated. Working closelywith our US Department of Education Program Officer, past challenges have beenrectified; however, this is still a critical year for UB to regain its reputation with thedepartment and with local partners.7. Internal Relations, Integration and CollaborationIncreasing collaboration with other college departments/programs is an on-goingpriority area for the department. Upward Bound Director, Sylvia Ruano, has forged- 343 -

strong relationships with our partnering high schools. The department continues towork closely with the Student Services Council and Student Services staff.Enhanced internal collaborations for Upward Bound include:Staff participation in the Shasta College Administrative LeadershipProgram (Sylvia Ruano)Inclusion of Department Deans (Morris Rodrique) in the design of theUpward Bound summer school program.Greater connection to the EWD programs through transition of precollegiateprograms to downtown area.Greater collaboration with CSU Chico through sharing of office space inHealth Sciences and University Center building.Participation on scholarship committees.On-going attempts to raise awareness of programs through presentationsto Administrative Council and other outreach efforts.Staff participation with the Latina Leadership Council, Student ServicesCouncil, Administrative Council, and Matriculation Committee.8. Survey of Practices with Other CC’sThe Shasta College Upward Bound Program has cooperative relationships with theCSU Chico and College of the Siskiyous’ Upward Bound programs. Positiverelationships with these programs allow us to seek program advice and share bestpractices for offering services in the region.External Relations1. FacilitiesIn October, 2009, the Pre-Collegiate Access Programs (UB, ETS, and GU) movedadministrative offices to the Health Sciences and University Center. The SSSprogram is now co-located with the EOPS and DSPS Programs on the maincampus. In addition to these locations, Upward Bound program staff hasdesignated office space at Foothill High School, Enterprise High School, andCentral Valley High School. Allocation of these spaces is warranted through aMemorandum of Understanding with each district that outlines the shared spaceagreements with each entity.At the Health Sciences and University Center, the GEAR UP/TRiO office space isshared with CSU Chico program staff. Currently, CSU Chico counselors occupytwo offices within our seven office suite. The collaboration works extremely wellbecause many of the high school students that we serve are interested in attendingCSU Chico. Consequently, having experts in our office location serves ourprograms well.2. Contact with K-12 SchoolsUpward Bound is a pre-collegiate outreach program. Consequently, contact withK-12 schools is paramount. Upward Bound staff has a weekly presence at- 344 -

Enterprise, Foothill and Central Valley High Schools, serving approximately 20students per school.At each of the target schools, Sylvia Ruano provides academic counseling, adviceto ensure access to a rigorous curriculum, information on how to fundpostsecondary education and the process for enrollment. Sylvia also supportsschool activities as needed.3. Contact with Community Colleges, and Four-Year Universities and CollegesUpward Bound works collaboratively with the UB programs at CSU Chico andCollege of the Siskiyous. They are also members of WESTOP. This summer, UBwill spend several days at Humboldt State University.Interim Director, Kate Mahar, would like to increase participation withpostsecondary schools in the regional K-16 pipeline to maximize program servicesin areas such as curriculum alignment and enrollment services. Steps arecurrently underway to strengthen the relationship between our department and theCollege OPTIONS program so that we can better collaborate with the highereducation partners on their Governing Board.Resource Efficiency1. SupportUpward Bound receives support from a variety of Shasta College departmentsincluding Academic Deans, Business Office, Information Technology, HumanResources, Enrollment Services, Economic and Workforce Development, FinancialAid, Student Services Vice President and Deans, Campus Safety, Food Services,Print Shop; Marketing, Physical Plant, Transportation, EOPS/DSPS, and theBookstore.All offices at Shasta College are responsive and helpful. Most of these offices arequick to respond and the support staff has excellent customer service skills. JohnMoore has been an exceptional resource for our programs through the provision oftransportation for college trips and through the physical office moves thattranspired in Fall 2009.2. Use of TechnologyOffice staff uses computers for daily work such as e-mail, word processing,spreadsheets, databases, scheduling appointments, and presentations. There aretwo communal printers for large jobs and for color printing. Staff also uses aProxima projector for student/parent activities, Financial Aid presentations andevening events. In addition, technology equipment such as computers, printersand cameras have been purchased with federal funds to support work at ourpartner schools. In these instances, equipment is assigned a Shasta Collegeinventory number and a record of all equipment is kept by Kathy Miller at theShasta College GEAR UP/TRiO office. Upward Bound uses Blumen as theprimary database for tracking program services. A plan for ensuring that programstaff is fully trained on the Blumen system needs to be established.- 345 -

3. Comparison with Other InstitutionsUpward Bound is comparable in size and scope to other programs nationally and inthe region. Additional students can be added in the next grant cycle.4. Facility Use/AvailabilityUpward Bound staff maintains an 8 a.m.-5 p.m. schedule. School site staffmaintain the hours of the school schedule. Additional evening hours are performedas needed to provide services for parents/families. Weekend staff commitmentsare also required for certain events, such as college visits. Facility use is sufficientfor the work/services required.5. Faculty and Classified StaffingThis section is not relevant for the GEAR UP/TRiO programs. However, tablesdetailing the staffing structure of each program are available in Section II of thisreview.6. EquipmentUpward Bound follows the Shasta College policy for replacement of technologyequipment. Other equipment is purchased as needed in compliance withregulations and with the approval of Administration.7. Budget Information, Requests, Action PlansWhen the original project proposal was written, the specified budget was adequateto carry out stated goals and objectives. However, due to challenges in the firsttwo years of the project, this year’s allocation was reduced by $100,000. This hasadded additional challenges this year, as we are striving to regain trust withprogram partners. Fortunately, our original allocation will be restored after thisprogram year if we continue to meet program goals.The federal program budget for Upward Bound requires significant revision after itis set with Shasta College. There are two reasons for this. The first is that ShastaCollege requires that budgets be submitted before we receive our official budgetnotification notice from the USDOE indicating our budget allocation for thefollowing year. In addition, the federal grant cycle (September 1- August 31) isdifferent than the state budget cycle (July 1- June 30). Consequently, there willalways be a significant portion of our budget remaining on June 30 th that must beimmediately carried forward to the next state budget year. The Business Office iswell aware of these budget considerations and works with program staff to ensurethat budget balances are monitored and adjusted as needed.In addition to grant funding provided by the US Department of Education, effortsare made to enhance services through additional supplemental funding. Forexample, in 2009-2010, Kate Mahar received a $24,000 grant from RTI (Researchand Technology Institute) to support assessment efforts of the department. These- 346 -

funds were used to off set Kate’s salary in the Upward Bound program. Thecurrent staff has the skills necessary to seek out and access additional funding forour programs.Significant budget planning occurs every five years through the formal grantprocess. Follow up planning occurs annually. Considerations for budgetadjustments include federal allocations, program needs, staffing patterns andyearly priority areas.Financial benefits to Shasta College include approximately $16,000 in in-directfunds received annually (8%). Non-financial benefits of our programs includeincreased services to the community, greater awareness of Shasta College’sprograms and steps to enrollment, and an increase of high school students that areacademically prepared to enroll and succeed in postsecondary education. Perstudent costs are dictated by the United States Department of Education, thereforeUpward Bound program costs are comparable to other TRiO/GEAR UP programsnationwide.8. Reach of ServicesThe Upward Bound serves three schools in Shasta County. In Fall 2011, we willhave the opportunity to submit a new grant proposal for Upward Bound. Newprogram plans will be developed to serve additional schools in the region. We willalso have the opportunity to write for a Veteran’s Upward Bound grant and/or anUpward Bound Math/Science Program. Those decisions will be made withfeedback from Shasta College administration and potential program partners.Student SuccessThe Upward Bound Program tracks different indicators of student success than thosespecified in the Shasta College Program Review. Progress reports are completedannually for each program through the Federal Annual Performance Review (APR)Process. Outcome data for the 2009 program year are as follows:- 347 -

Table 2: Outcome Data for 2009Objective Activities Outcomes50 students will receive comprehensive servicesthrough the UB programCounseling, college going awarenesspresentations, academic interventions,intensive summer program57 students served65% of UB students targeted for graduation willhave achieved at the proficient level during highschool on state assessments in reading/math75% of 9 th , 10 th and 11 th grade project participantsserved during each school year will continue toparticipate in the next school year.60% of UB students expected to graduate in thisprogram year will enroll in a program of postsecondaryeducation following graduation.60% of UB students expected to graduate in thisprogram year will enroll in a program of postsecondaryeducation following graduation.Counseling, college going awarenesspresentations, academic interventions,intensive summer program, parentawareness activitiesCounseling, college going awarenesspresentations, academic interventions,intensive summer program, parentawareness activities, college visitsCounseling, college going awarenesspresentations, academic interventions,intensive summer program, parentawareness activities, college visitsCounseling, college going awarenesspresentations, academic interventions,intensive summer program, parentawareness activities, college visits11 th grade scores indicate that we are on trackto meet this objective87.7% of students retained in programCohort of students served have yet to reach12 th gradeCohort of students served have yet to graduate- 348 -

General PlanningThe Upward Bound Program aligns with the Shasta College goals of providing servicesto the community and increasing access and retention of Shasta College students. TheInterim Director of GEAR UP/TRiO must follow national trends closely to determineyearly budgets and program priority areas. The Obama Administration is a vocaladvocate for both GEAR UP and TRiO; however, federal budgets are limited.Consequently, level funding should be predicted for the next few years. National policydictating access to education, Pell grants and financial aid must also be followed closelyto ensure that we offer the best services to students. State trends dictating Cal Grants,what qualifies as rigorous curriculum, and graduation requirements must also bewatched.At this time, interpretation of the renewed Higher Education and Opportunity Act is beingconducted through the process of Federally Negotiated Rule Making. Outcomes of thisprocess will dictate changes to current programs and guide future grant cycles. KateMahar is following this process closely to ensure that all programs remain in compliancewith the guidelines and timelines set forth by the USDOE. (More details of potentialchanges will be discussed in Section V.)Student Learning OutcomesStudent Learning Outcomes are detailed in Section II of this report. These outcomeswere developed in accordance with program objectives and services are conductedaccordingly. Formative and summative assessments are conducted for each programand information gathered is used to adjust program services, identify best practices,shape budget decisions and meet reporting requirements set by the USDOE.Program SummaryBased on a review of the Upward Bound SLO’s/SAO’s, the following chart indicatesprogram strengths and weaknesses. The strengths and weaknesses of the Departmentas a whole are also included.Table 3: Program Strengths and WeaknessesProgram Strengths Areas for GrowthResiliencyRelationship with SchoolsSummer School ProgramCoordination on campusUpwardBoundReputation with USDOETutoring/Academic Interventions during School YearGEAR UP/TRiODepartmentDedicated StaffRecordkeepingMotivation and Commitment of TeamCoordination of ServicesPartnership/Team BuildingAwareness of ProgramsProfessional DevelopmentCoordination with Similar Programs in the Region- 349 -

Goals, Recommendations, Priorities, PlansPriority goals of the Upward Bound Program include:Resolve staffing pattern. Find permanent, qualified staff for the Director of GEARUP/ TRIO.Maintain compliance efforts for all programs; maintain developments with HEOAand adjust programs accordingly.Rebuild relationship/trust with the USDOE.Secure renewed grant funding for UB (Fall 2011).Successfully integrate Early Assessment Program into department goals andactivities.Build partnerships; collaborate with similar programs in service delivery andprofessional growth.Ensure all program staff is highly qualified and understand regulations andlegislation relevant to their projects.Continue to raise awareness of program goals and activities within the ShastaCollege community and tri-county region.Additional priorities for the Upward Bound program will be dictated by the amendmentsto the reauthorized Higher Education and Opportunity Act. Plans to implement thefollowing are currently underway.Table 3: Amendments to HEOA and Impact on ProgramChangeHEOA Priority is no longer onensuring access to postsecondaryeducation but on ensuring successonce students are enrolled.ImpactUB must now track students through the first years ofenrollment in postsecondary education.UB must provide access to rigorous curriculum to ensurethat high school graduates are “college ready.”HEOA Priority on Financial LiteracyUB must provide Financial Literacy curriculum to studentsand parents.Staff must counsel on most cost-effective ways to accesspostsecondary education.HEOA Priority on serving fosteryouth and students in need ofacademic supportHEOA Priority on Access to RigorousCurriculumEnrollment criteria will change for UB participants.Tracking procedures will change for eligible participants.UB must increase information about A-G requirements toparents and students.UB must focus on expanding A-G options; andaddressing the “wasted senior year” phenomena.UB will be assessed on number of students enteringhigher education who are not in need of remedialcourses.- 350 -

APPENDIX CTRiO Upward Bound (UB)Action Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its goals and/or objectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.Meets Program orItem(s) RequestedTotal AmountDescription of Activity/PlanDivisionObjective/GoalFind permanent, qualified staff for the Director of GEARUP/ TRiO DepartmentYes Process underway Non-BudgetDependentImplement additional academic interventions in schools;including tutoring and Saturday sessions.Maintain compliance efforts for Upward BoundProgram; monitor developments with HEOA and adjustprograms accordingly.Yes $11,000(grant funds)Yes Access training as available (on-line and $3,000-5,000conference formats)(grant funds)Rebuild relationship/trust with the USDOE Yes Process underway Non-BudgetDependentSecure renewed grant funding for UB (Summer/ Fall,2011).Yes Director to attend bidder’s workshops hostedby Council of Opportunity in Education$3,000-5,000(districtSuccessfully integrate Early Assessment Program intoDepartment goals and activities.YesPilot program led by Chancellor’s Office tobegin July 1, 2010funds)Non-BudgetDependentBuild partnerships; collaborate with similar programs inservice delivery and professional growth.YesNon-BudgetDependent- 351 -