Student Development Division Annual Program Review Update 2013/14
Section 1 - Program Information
1.0 Name of Program: Academic Support Center
1.1 Program Review Authors: Lynn Durkee, MaryGrace McGovern, Tina Vaughan
Date: October 21, 2013
1.2 Program Director Signature:
Date: October 21, 2013
MaryGrace McGovern
1.3 Vice President Signature: Keith Snow-Flamer
Date:: October 21, 2013
1.4 Program mission: The Academic Support Center helps students reach their educational goals by developing their academic skills and
encouraging them to become independent learners.
1.4.1 State briefly how the program mission supports the college mission: “Continually assess student learning . . . “
1.4.2 Provide a brief description of the program’s primary function: Placement and academic testing, basic skills tutoring, general tutoring
support, DSPS accommodations for testing, quiet study space, and peer group study space.
Section 2 - Data Analysis
2.0 Program Staffing/Budget Data and Indicators
(Past years)
Provide information to show changes over time (steady, increasing, decreasing, etc.). Insert additional rows as needed for your key performance
indicators (KPI’s), such as program services, functions, student contacts, etc.
2011/12
2012/13
Observations (steady/increasing/decreasing)
2.1 Staffing/Budget
FTE Faculty and Staff
1
1
One ISS worker. Same.
FTE Additional
$9,540.00
Same
Basic Skills Funding for Tutoring
Workforce
$15,703.12
$10, 995.00
Tutors and Test Proctors. Associate Faculty
members serve in capacity as PRME tutors and test
proctors.
$15,000.00
$3,750.00
Work Study Students
Personnel (Dollars)
Discretionary (Dollars)
$1,172.49
$1,172.49
Office Supplies/Warehouse/Postage. Same
Other
$10, 725.00
Accuplacer Test Costs
2.2 Program Indicators
Tutoring Appointments
Eureka 2011-1515
Eureka 2012-1013
Eureka 2013 (Jan-Oct) 405
3/12/2014 Page 1 Testing
Del Norte 2011- 151
Eureka 2011-5142
Eureka 2012-4879
Eureka Fall 2011
Testing by type:
Testing Desk all 3184
DSPS Accommodations:
880
Instructor tests drop off: 828
Tests Proctored for other
Institutions: 14
OptiMath: 313
Math Tests (BSI 393) total
Math test 779
English Tests: (BSI 474)
Total English Tests 522
MYCR Online Tests 136
DSPS Accommodations:
172
Del Norte 2013 (Jan-Oct) 184
Eureka 2013 (Jan-Oct) 4039
Eureka Spring 2012
Testing by type:
Testing Desk: all 2937
DSPS Accommodations:
775
Instructor tests drop Off: 759
Tests Proctored for Other
Institutions:47
Optimath: 281
Math Tests: (BSI: 245)
total Math test 567
English Tests: (BSI 364) Total
English Tests 376
MyCR Online Tests: 104
DSPS Accommodations:
179
Testing contacts and mandated accommodations
increase in the Fall Semester when more classes are
added.
Note variables between semesters and locations.
Spring 2012
Testing Desk:2937
DSPS Accommodations:
775
Instructor tests drop-off :759
Tests Proctored for Other
Institutions:47
Optimath:281
MyCR Online Tests:104
Math Tests: (BSI: 245) 567
English Tests: (BSI: 364)
376
Students with Verified DSPS
Accommodations: 179
3/12/2014 Page 2 2.3 Describe how the changes in indicators have impacted student achievement and learning:
2.4 Provide any other relevant information that may have contributed to changes (improvement, increase, decline, and barrier) for the
population served by the program: A change in this review cycle has been the implementation of the recommendations from the Student Success
guidelines. As a result, closer coordination of placement testing with orientation has become more essential to fulfill requirements. Academic
Support Center Staff in coordination with the Counseling and Advising Staff coordinate the testing and orientation schedules so that requirements
are met.
In terms of the placement testing tool, Accuplacer, changes were made this year to the back ground, or multiple measures questions. After a review
and comparison of the application questions against the ones asked in Accuplacer, questions were streamlined to eliminate redundancy. At the
request of advisors and faculty, questions that were related to the placement of students into English as a second language classes were also
reviewed and adjusted.
Improvements have made in the availability of hours that the phone is answered and in testing hours for students. Access to Friday hours for
Accuplacer and classroom testing has been implemented. Student workers are now scheduled for Friday to assure the phone is answered, or that
calls can be returned that day. Tutoring staff serve as test proctors in the evening hours. Staffing in the ASC is not adequate to support the hours
the facility is open. The building is open 56 hours a week with a 40 hour a week ISS, and tutors and test proctors who are hired semester to
semester. Gaps in service occur when the ISS staff needs to use leave and there is no one available to fill in, this also has an impact on breaks and
lunches. During midterms when the ISS had vacation leave, hours were reduced by 21, over a 7 day period even with the Director and tutors/test
proctors assisting.
2.5 Student Equity. Please comment on any current outcomes or initiatives related to increasing outreach, retention and student success of
underrepresented students in your program.
Funding from the Basic Skills Initiative funding and CR District funding provides tutoring support for students who may be in the underrepresented
categories. Outreach to students in regard to tutoring support scheduling is sent to all CR student e-mail accounts and is posted on the Academic
Support Center (ASC) Webpage, and small printed schedules are also available to walk in students. Tutoring faculty report that students who use
these services improve their grades.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
PLO# Tutors will have increased knowledge of instructional support. (2011/2012) (2012-2013)
This review cycle all the tutors are teachers or associate faculty excepting one, for Spanish who is a CR graduate and is enrolled in a teaching
program. Student surveys show that students are satisfies that their tutoring sessions have helped them grasp material. Tutors report that students
3/12/2014 Page 3 are staying in their classes and that their grades have improved.
Program Goals from last review:
1) (Eureka Campus)Students experience a high level of satisfaction with the testing environment. EMP 1.2, 3.2
Testing hours expanded, schedule for placements coordinated with Counseling and Advising, all calls returned the same day or sooner,
excepting Friday. Website updated with information on testing hours and assessment schedules.
DSPS accommodations met.
(Del-Norte) Tests are proctored in DSPS (DRC) and in the library to offer the maximum hours of service.
Quiet rooms for accommodations are available in both DSPS and the library. Most students walk in to take their tests, some call ahead, and
library personnel have increased the checking the frequency of checking their phone messages. Placement tests are administered by the
Counseling and Advising staff.
(Mendocino) Statistics not available.
3.1 What changes have been made to the program based on assessment findings? Increased outreach and promotion to students, staff, and faculty
to assure that students know that tutoring is available and so that other student support staff as well as faculty are aware of the quality of the
tutoring and know how to refer students. This is accomplished through e-mail notifications; web-site updates, in the ASC when faculty are working
in the math lab or dropping off tests and in printed schedules. Tutors are most often selected after an endorsement from a faculty member.
Program Goals at mentioned above. Repeated here: Program Goals from last review:
1) (Eureka Campus)Students experience a high level of satisfaction with the testing environment. EMP 1.2, 3.2
Testing hours expanded, schedule for placements coordinated with Counseling and Advising, all calls returned the same day or sooner, excepting
Friday. Website updated with information on testing hours and assessment schedules.
DSPS accommodations met.
2) (Del-Norte) Tests are proctored in DSPS (DRC) and in the library to offer the maximum hours of service.
Quiet rooms for accommodations are available in both DSPS and the library. Most students walk in to take their tests, some call ahead, and library
personnel have increased the checking the frequency of checking their phone messages. Placement tests are administered by the Counseling and
Advising staff.
3) (Mendocino) Statistics not available.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support:
Observation: Need to monitor new Student Success guidelines for guidance on the best practice to document student support services outside of
advising/counseling and GS classes.
3.3 Provide any additional explanations for items described in section 3.
3/12/2014 Page 4 Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to
actions completed?
Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why.
Actions
Current Status
Impact of Action (describe all relevant data
used to evaluate the impact)
1. Inquire as to the success of tutoring on
the grades of students. (Evaluation of
last cycle)
Current action is to work with Student Success
(SSLG) to determine the status of reporting
tutoring as part of the overall student support
services required by the Chancellor’s Office
guidelines.
Tutors report that student’s grades improved.
2. Develop rubric to assess the impact of
tutoring on student’s success and
retention.
Not completed.
Used data from #1 instead.
3. Develop best practices in assuring that
students are informed and prepared to
take placement tests at all locations.
Completed and ongoing at Eureka.
4.2 (If applicable) Describe how funds provided in support of the prior year plan(s) contributed to program improvement:
combined with District funding provides these additional support services to students.
Basic Skills funding
Section – 5 Planning
5.1 Program Plans
(2013/2014)
Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions
to be taken for the 2013/14 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions.
Please number all rows that you add.
Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your
needs and their importance.
*Not all items in this program plan section may require resources, but all resource requests must be linked to this section.
3/12/2014 Page 5 Action
#
1
Action to be taken:
List the specific action
to be taken in enough
detail so that someone
outside of your area can
understand.
Hire .5 ISS
Relationship to
Institutional Plans
Include the specific plan
and action item relevant to
your action to be taken.
For example: Annual Plan
2013-2014 Theme:
Persistence; or
Goal 1: Student Success:
EP.1.6.2 Develop a plan for
narrowing the achievement
gap for underrepresented
student populations.
Theme: Increasing
Persistence
Strategic Plan Goal 1:
Student Success
Objective 3 Students will
complete their desired
educational goals.
Objective 4 Enhance student
support and student
engagement.
5.1 Program Plans
Expected Impact on
Program/Student Learning
Relationship to
Assessment
Describe the expected impact
in a way that someone
outside the program can
understand. The impact
should be measurable.
Improve and support student
success through access to
testing and tutoring. Current
staff cannot support the
desired operating hours. This
also directly supports faculty
who need testing services,
and DSPS students who are
mandated additional time and
accommodations for testing.
Also provides access to
tutoring and study space.
Include all assessment
results that indicate that
this action will yield the
desired impact on the
program. If the assessment
has yet to be conducted,
explain when and how it
will be conducted.
Gaps in service occur
when the ISS staff needs to
use leave and there is no
one available to fill in, this
also has an impact on
breaks and lunches. During
midterms when the ISS
had vacation leave, hours
were reduced by 21, over a
7 day period even with the
Director and tutors/test
proctors assisting.
Education Master Plan Goal
1: Student Success
Objective 2 Improve support
for students
Enrollment Management
Plan Goal 3: Develop
Initiatives to Enhance
Retention
Objective 3.3 Improve
3/12/2014 Page 6 Resources
Needed (Y/N)
A yes here
requires a
corresponding
request in the
next section.
Y
2
3
4
5
6
New Plan* Work with
CR SSLG to monitor and
then implement changes
resulting from SB1456.
Specific to the Academic
Support Center is to
monitor actions that are
noted in the SSSP 2.2 Ed
Plan requirement to
identify any tutoring
recommendations.
New Plan* Monitor
developments of a statewide common
assessment.
New Plan* Placement as
noted in Ed Code 78213.
How can the ASC refine,
interpret, support the
goals of new mandates.
Evaluation of Tutoring
should remain a
constant. Basic Skills
tutoring and District
Tutoring.
Write script for students
workers to use when
answering the phones
and making Accuplacer
appointments. Make sure
they know the cycle of
applying to the college
and to make sure each
student knows about the
study links and the
support for students
SP 1.3, 1.4, 1.5
Implement state guidelines
for best practices.
Not yet available
None
SP 1.1
Implement state guidelines
for best practices.
Not yet available
None
SP 1.1
Implement state guidelines
for best practices.
Not yet available
None
SP 1.3, 1.4, 1.5
Student and Tutor survey
administered at the end of
each semester.
None
SP 1.1
Write script in coordination
with Advising.
Student and Tutor survey
administered at the end of
each semester. Do students
and tutors indicate that the
tutoring was successful?
Do students report that
they prepared to take the
placement? Survey highschool counselors and
advisors as well as ASC
staff to assure this is being
communicated to the
students and that
communications out to the
counselors reinforce this
3/12/2014 Page 7 None.
7
8
importance of preparing.
With the assistance of
the Distance Education
Committee reconstitute
on-line tutoring.
Maintain data sheets to
count access to various
services.
SP 1.3 SP 1.4
Need to implement and then
assess as in face-to-face
tutoring.
EMP 3.4
Daily practice. Results
cumulated at the end of each
month. Feed into program
review.
message.
Has this occurred?
Monthly statistics.
Possibly DE
budget or
existing
tutoring budget.
None
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. None.
Request #1 Improve and support student success through access to testing and tutoring. Current staff cannot support the desired operating hours. This
also directly supports faculty who need testing services, and DSPS students who are mandated additional time and accommodations for testing. Also
provides access to tutoring and study space.
Section 6 - Resource Requests
6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section.
Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs.
If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at
inside.redwoods.edu/program review. Submit one form for each request.
Additional Instructions:
 Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the
“Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual
Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional
development request might show an Amount of $800 and a recurring cost of $0.
 If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar
amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs.
 Note in the “Request” column if this is a repeat request, and how many times you have submitted this request.
The item number must match the corresponding action # from section 5. Add rows as necessary.
Type of Request (Check One)
3/12/2014 Amount
Page 8 Annual
Contact
Action
#
use #
above
Request
Describe your request
here in a way that
someone outside the
program can understand.
1
Improve and support
student success through
access to testing and
tutoring. Current staff
cannot support the
desired operating hours.
This also directly
supports faculty who
need testing services,
and DSPS students who
are mandated additional
time and
accommodations for
testing. Also provides
access to tutoring and
study space.
Planning
To be reviewed by
Prioritization
Committees of the
Budget Planning
Committee
No
Operational
Reviewed &
grouped by
Associate
Deans.
Personnel
Reviewed
by Faculty
Prioritization
Committee.
No
CSEA .5 ISS
Professional
Development
Reviewed by
Professional
Development
Committee
No
Provide any constructive feedback about how this template or datasets could be improved.
How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Neutral
Agree
Agree
This year’s program review was valuable in
[x ]
[]
[]
planning for the ongoing improvement of my
program.
Person
(Name,
email,
phone)
Y
MaryGrace
McGovern
476-4264
marygracemcgovern@
redwoods
.edu
Section 7- Author Feedback
Analysis of the program review data was useful in
assessing my program.
$24,500
Costs
[ x]
3/12/2014 []
[]
Somewhat
Disagree
Strongly
Disagree
[]
[]
[]
[]
Page 9 Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Completed S.2. Data Analysis: Completed. Make sure indicators span same period of time from one year to next and be clear what the indicator represents. S.3. Critical Reflection of Assessment Activities: Completed. Mendocino not included. S.4. Evaluation of Previous Plans: Completed S.5. Planning: Completed. Good linkage to Institutional plans. S.6. Resource Requests: Completed 3/12/2014 Page 10