Student Services Program Review-Spring 2010 - Shasta College

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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 -
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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
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2. Use of TechnologyThe Residence H
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3. ProgressOnce a student becomes a
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3. The Student Residential Housing
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APPENDIX CStudent Residential Housi
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3. Contact with Community Colleges,
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Student Success1. DataCurrently, st
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Student Learning OutcomesA Student
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APPENDIX CStudent Senate, Clubs, an
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Student Services Program ReviewDisa
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The California Community College Ch
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Assessment: Periodic comparison wil
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Assessment: Pre- and post-evaluatio
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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 206 and 207: SemesterComparison of students in D
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: EOPSProgramSemesterThe EOPS Program
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
Page 257 and 258: Table 15 is mostly incomplete, but
Page 259 and 260: EOPS at Shasta College does outreac
Page 263 and 264: Service Area OutcomeEOPS/CARE wants
Page 268 and 269: egin college without a high school
Page 270 and 271: Staff processed over 6,000 complete
Page 272 and 273: $142,000.00 in state scholarships d
Page 274 and 275: 6. EquipmentThe only issue with equ
Page 276 and 277: 2. Access3. Progress4. SuccessThe C
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Page 280 and 281: Challenges3. The ability to offer s
Page 282 and 283: APPENDIX AFinancial Aid OfficeStude
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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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