Student Services Program Review-Spring 2010 - Shasta College

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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 -
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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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Program Service Area Quality1. Staf
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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
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Three tenured, non-instructional fa
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As mentioned previously, all facult
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into two areas. There is an 800 ft
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semi-annually for dissemination of
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EOPSFinancial AidMISShared space, c
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In summer 2009, the DSPS reception
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2. Use of TechnologySpecific suppor
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6. EquipmentAll staff computers and
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DSPS is the office designated by th
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SemesterComparison of students in D
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Table 19: Enrollment Level and Succ
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5. Student SatisfactionStandardized
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Table 21: Goals from Program Review
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Appendix A - Student Learning Outco
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APPENDIX CDisabled Students Program
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EOPSProgramSemesterThe EOPS Program
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Current Staffing LevelsEOPS is gove
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Transfer AdvisingFee WaiversStudent
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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 261 and 262: Appendix A - Student Learning Outco
Page 263 and 264: Service Area OutcomeEOPS/CARE wants
Page 265: SHASTA COLLEGEStudent ServicesProgr
Page 268 and 269: egin college without a high school
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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
Page 278 and 279: that may affect their financial aid
Page 280 and 281: Challenges3. The ability to offer s
Page 282 and 283: APPENDIX AFinancial Aid OfficeStude
Page 287 and 288: “systematic reform efforts” suc
Page 289 and 290: Program Service Area Quality1. Staf
Page 291 and 292: serve on the accreditation team as
Page 293 and 294: On-going attempts to raise awarenes
Page 295: enefit from additional program part
Page 299 and 300: 2. (continued) Current 10 th Grader
Page 301 and 302: 5. Each project year, GEAR UP stude
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Page 305 and 306: General PlanningThe GEAR UP program
Page 307 and 308: APPENDIX CGaining Early Awareness a
Page 310 and 311: Student Services Program ReviewTRiO
Page 312 and 313: Program SLOs/SAOsService Area Outco
Page 314 and 315: US Department of Education, communi
Page 316 and 317: Greater collaboration with CSU Chic
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Page 320 and 321: Table 2: Outcome Data for 2009Objec
Page 322 and 323: Table 4: HEOA Amendments and Impact
Page 327 and 328: change, the Higher Education and Op
Page 329 and 330: will lead program design and counse
Page 331 and 332: communication between program staff
Page 333 and 334: 5. Faculty and Classified StaffingT
Page 335 and 336: Student Learning OutcomesStudent Le
Page 337 and 338: APPENDIX CTRiO Student Support Serv
Page 340 and 341: Student Services Program ReviewTRiO
Page 342 and 343: 2. Upward Bound High school partici
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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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