Student Services Program Review-Spring 2010 - Shasta College

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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%; <strong>Shasta</strong> <strong>College</strong> 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 -
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Shasta CollegeStudent ServicesProgr
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Chair and counselor trainer. Anothe
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Due to funding considerations, the
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Lois CushnieFaculty Co-Chair, Matri
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attend, several workshops were offe
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In the area of Matriculation Servic
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In speaking with colleagues at the
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The following table shows the relea
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The following table illustrates the
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Counseling Center employees. The Co
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TotalNumber ofFaculty*Number ofSubj
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4. Retention and SuccessWe examined
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OrientationOne process that was red
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A note about orientation data: Orie
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Table 18: Academic Standing by Acad
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Saw aCounselorDid not see aCounselo
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NumberAcademic Year07-08 08-09Perce
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- 48 -Academic Year07-08 08-09Numbe
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Academic Year07-08 08-09Number Perc
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II. Quality StaffingWhenever the op
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SAO: Counseling staff will develop
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6. Need to continue to improve the
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3. Continue to develop a comprehens
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APPENDIX AShasta College - Who Part
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APPENDIX AShasta College - Who Part
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APPENDIX AShasta College - Impact o
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APPENDIX AShasta College - Impact o
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APPENDIX AShasta College - Orientat
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APPENDIX AShasta College - Orientat
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2. Admissions and Records staff wil
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APPENDIX B - Program PlanAssessment
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Strengths and Accomplishments:1. An
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APPENDIX B - Program PlanCareer Cen
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7. Workshops are held each year for
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Service Area Outcomes:1. The Counse
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6. We have had continuing problems
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11. Represent Shasta College by par
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4. Due to the increasing regional u
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Community Engagement1. Enhance the
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3. To be most effective, there is a
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2. The Transfer Center will increas
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APPENDIX CCounseling CenterAction P
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SHASTA COLLEGEStudent ServicesProgr
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Program SLOs/SAOsService Area Outco
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Brian Spillane - Dean of StudentsSe
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2. Contact with Other K-12 SchoolsO
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Student Success1. Reach of Services
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There was no previous program revie
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Results of DataRecruitment of inter
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2. Materials and EquipmentThe progr
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8. Survey other CCs for Common Prac
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Income: $4,324/FTES; any other ongo
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Student Learning OutcomesThe follow
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Allocate 10% of the International S
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Program Service Area Quality1. Staf
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College Nurse:Internally: Crisis In
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Effectiveness surveys for the colle
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The Student Health and Wellness Ser
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5. Faculty and Classified StaffingS
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It would be helpful if the program
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The primary goal of Student Health
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Goals, Recommendations, Priorities,
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APPENDIX CStudent Health and Wellne
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Program Mission/PurposeTo provide a
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7. Internal Relations, Integration
Page 156 and 157: 2. Use of TechnologyThe Residence H
Page 158 and 159: 3. ProgressOnce a student becomes a
Page 160 and 161: 3. The Student Residential Housing
Page 162 and 163: APPENDIX CStudent Residential Housi
Page 164: SHASTA COLLEGEStudent ServicesProgr
Page 167 and 168: Program Service Area Quality1. Staf
Page 169 and 170: 3. Contact with Community Colleges,
Page 171 and 172: Student Success1. DataCurrently, st
Page 173 and 174: Student Learning OutcomesA Student
Page 175 and 176: APPENDIX CStudent Senate, Clubs, an
Page 178 and 179: Student Services Program ReviewDisa
Page 180 and 181: The California Community College Ch
Page 182 and 183: Assessment: Periodic comparison wil
Page 184 and 185: Assessment: Pre- and post-evaluatio
Page 186 and 187: In May 2008, the full-time, tenured
Page 188 and 189: Three tenured, non-instructional fa
Page 190 and 191: As mentioned previously, all facult
Page 192 and 193: into two areas. There is an 800 ft
Page 194 and 195: semi-annually for dissemination of
Page 196 and 197: EOPSFinancial AidMISShared space, c
Page 198 and 199: In summer 2009, the DSPS reception
Page 200 and 201: 2. Use of TechnologySpecific suppor
Page 202 and 203: 6. EquipmentAll staff computers and
Page 204 and 205: DSPS is the office designated by th
Page 208 and 209: Table 19: Enrollment Level and Succ
Page 210 and 211: 5. Student SatisfactionStandardized
Page 212 and 213: Goals, Recommendations, Priorities,
Page 214 and 215: Table 21: Goals from Program Review
Page 216 and 217: Appendix A - Student Learning Outco
Page 232 and 233: APPENDIX CDisabled Students Program
Page 234: SHASTA COLLEGEStudent ServicesProgr
Page 237 and 238: EOPSProgramSemesterThe EOPS Program
Page 239 and 240: Current Staffing LevelsEOPS is gove
Page 241 and 242: Transfer AdvisingFee WaiversStudent
Page 243 and 244: Awards ProgramFor the past ten year
Page 245 and 246: 8. Survey other CCs for Common Prac
Page 247 and 248: In addition, some CSU counselors ha
Page 249 and 250: As can be seen, Shasta College is a
Page 251 and 252: 8. Reach of ServicesAn adjunct EOPS
Page 253 and 254: Figure 1: EOPS Course Enrollment by
Page 255 and 256: Table: 13 Units Completed by EOPS S
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Table 15 is mostly incomplete, but
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EOPS at Shasta College does outreac
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Appendix A - Student Learning Outco
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Service Area OutcomeEOPS/CARE wants
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egin college without a high school
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Staff processed over 6,000 complete
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$142,000.00 in state scholarships d
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6. EquipmentThe only issue with equ
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2. Access3. Progress4. SuccessThe C
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that may affect their financial aid
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Challenges3. The ability to offer s
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APPENDIX AFinancial Aid OfficeStude
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“systematic reform efforts” suc
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Program Service Area Quality1. Staf
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serve on the accreditation team as
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On-going attempts to raise awarenes
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enefit from additional program part
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Table 2: Outcome Data for 2009-2010
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2. (continued) Current 10 th Grader
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5. Each project year, GEAR UP stude
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8. (continued) 9 th and 10 th Grade
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General PlanningThe GEAR UP program
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APPENDIX CGaining Early Awareness a
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Student Services Program ReviewTRiO
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Program SLOs/SAOsService Area Outco
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US Department of Education, communi
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Greater collaboration with CSU Chic
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primary database for tracking progr
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Table 2: Outcome Data for 2009Objec
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Table 4: HEOA Amendments and Impact
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change, the Higher Education and Op
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will lead program design and counse
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communication between program staff
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5. Faculty and Classified StaffingT
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Student Learning OutcomesStudent Le
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APPENDIX CTRiO Student Support Serv
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Student Services Program ReviewTRiO
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2. Upward Bound High school partici
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) if having a common Director would
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strong relationships with our partn
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3. Comparison with Other Institutio
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Table 2: Outcome Data for 2009Objec
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Goals, Recommendations, Priorities,
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Student Services Program Review-Spring 2010 - Shasta College

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