Student Services Department SSLO Assessment Analysis Form
Use the form below to summarize the results of the department meeting in which you discussed the
results of your SSLO assessment.
Department
Learning Skills Program
Meeting Date
10/2/12
Number of Staff participating
3
% of department
SSLOs measured
100%
Students who commit to the learning disabilities evaluation process
will analyze their learning challenges and create a plan of study
strategies they can use to improve their learning.
Assessment Tool
(Briefly describe assessment tool)
The assessment tool included comparisons of data from electronic
appointment and enrollment databases with student completion of
coursework. Electronic data included: 1) student attendance at an
intake appointment, 2) student attendance at evaluation
appointments, and 3) student enrollment in a learning skills class.
Data was also collected on whether a Learning Disabilities Specialist
had determined that each student completed their coursework in
applying their knowledge of study strategies to creating a plan they
can use to improve their learning.
Results: In Spring semester 2012, student commitment to the
learning disability evaluation process was assessed following
student attendance at an initial intake meeting. Of the 57 students
who attended intakes, 89% scheduled and attended at least one
evaluation appointment while 87% enrolled in the course
associated with the evaluation.
Assessment Analysis
(Summarize the assessment results;
discuss what student needs and issues
were revealed)
Data was then collected to assess the percentage of students who
attended the intake meeting and then went on to study and apply
what they had learned about study strategies to create a study
skills plan, therefore meeting the SSLO. Of the 57 students
attending an initial intake, 84% completed their coursework in
learning about study strategies and applied this to creating a study
strategies plan.
Discussion: The high rate (87-89%) of students committing to the
evaluation process demonstrates the success of initial screening
and information provided to students prior to scheduling an intake
to ensure that those attending are eligible and interested in
committing to the evaluation process. During the intake process,
faculty typically identify some students who may be less
appropriate for learning disability testing and who are likely to
benefit from other services within our program or the college. The
goal in scheduling intake meetings is to minimize student/faculty
time for the 3-hour intake meeting and maximize openings and
participation by students eligible and committed to the evaluation.
In light of recent staffing and program changes, the faculty decided
to examine the screening and scheduling processes and discuss
them with our new team of faculty and staff. We plan to work
toward consistency in our procedures with the goal of continuing to
ensure that students eligible and interested in committing to the
evaluation process are the majority of those scheduled for intake
appointments.
Data indicated that 84% of students accomplished the SSLO and
created a study skills plan. These students attended the 3-hour
intake, participated in a series of 4-6 assessment appointments,
were provided with results on their eligibility for learning disability
services, studied information about learning disabilities, learned
about study strategies that may benefit them, and developed a
plan for implementing study strategies in their coursework. These
results demonstrate a high rate of success in achieving the SSLO
and providing services that students actively participate in and from
which they have an opportunity to benefit.
Discussion about the SSLO and program goals led to a decision to
make some improvements to the student homework assignments.
Faculty decided to make changes to the homework to include more
efficacy-based language for students and to more clearly tie the
study strategies plan to a student’s current courses.
Next Steps
(How will you address the needs and
issues revealed by the assessment?)
The data analysis and discussion also led faculty to look at
additional data on eligibility qualification following evaluations.
While not a direct measure of the SSLO, this data indicated that
79% of the students who participated in the evaluation were
determined to be eligible for services under the California
Community Colleges Learning Disability Eligibility Model. The
faculty decided they would gather data from other similar
community college programs around the state to find out if this
eligibility rate matches other programs.
Faculty and staff will review, discuss, and develop a new plan for
intake appointment screening and scheduling procedures.
The Learning Disabilities Specialists plan to review and revise the
homework associated with the learning disability evaluation course
with an increased focus on self-efficacy and application to current
coursework.
Faculty will also gather data from similar colleges (size,
demographics of student population) on the percentage of
students completing learning disability assessments who are
determined to be eligible for services under the state model. Data
will be gathered and shared during a professional development
(flex week) meeting.
Timeline for Implementation
(Make a timeline for how you will
implement the next steps outlined
above )
Re-evaluate
Fall 2012:
1) Review and discuss intake appointment screening and
scheduling procedures.
2) Revise student homework assignment.
3) Gather data from similar colleges on eligibility
determinations following learning disability assessment.
Spring 2012:
1) Complete new intake appointment screening and
scheduling procedure.
2) Implement revised homework.
3) Discuss comparison of our eligibility rates with those of
similar colleges.