LA HARBOR COLLEGE
Student Learning Outcomes (SLOs)/Service Area Outcomes (SAO)
Student Services Assessment Report
Department Name: California Work Opportunity and Responsibility to Kids Program (CalWORKs)
Department Head: Mercy Yañez
Phone: (310) 233-4127
Reviewed by: Mercy Yañez, Angeles Zesati, and Sue Steele
Date: 1/21/2013
Attach additional pages as necessary.
Institutional Learning
Outcomes/
College Goals
Goal 1
Intended Outcomes
Means of Assessment and Criteria for
Success
Summary of Data Collected
Use of Results
1. Students will successfully
complete an educational plan
identifying the
educational/vocational
pathway by the first semester
of program enrollment.
Track the number of students who have
completed a long-term educational plan as
prescribed by the Department of Social
Services.
Random sampling of program
file review in preparation for
the Department of Social
Services mid-year audit in
August 2011 and June 2012,
reflected that 100% of
students sampled had a fullycompleted student educational
plan (SEP) that listed all of the
classes necessary for obtaining
their educational/vocational
goal.
While we are happy with the
number of students who have
completed SEPs, we know that the
wait to meet with a counselor to
develop an SEP can be long, due to
our inability to hire a full-time
dedicated counseling faculty to
support the demand, and our
reliance on hourly counseling
support. We make it work by
having the program dean complete
SEPs when the counselor is not
available, but are often worried the
County may sanction students if
the required paperwork, including
the SEP is not processed in a
timely manner as prescribed by
their regulations, which would in
turn harm the student.
Customer satisfaction surveys
administered bi-annually
during monitoring visits
conducted by the Department
of Social Services reflect
100% satisfaction with
program services.
We will continue to participate in
continuous program improvement
to ensure compliance with
expectations and requirements of
the Department of Social Services
while ensuring exemplary
customer service.
(Updated 1-21-13)
ISLO 5
2. Students will obtain
important job skills through
the offerings of job readiness
workshops and seminars.
Use workshop attendance and completion
to track which students are successfully
completing the workshops and seminar
curriculum.
Use on-the-job site training to apply
knowledge learned during job readiness
seminar prior to final placement to support
retention while assigned to work study.
ISLO 3
(Updated 1-21-13)
3. Students will expand their
engagement in a
technologically literate
society through
communication and
demonstration.
Use existing tools like SARS Suite to
schedule and track interaction with
program.
100% of Fall 2012 students
earmarked to participate in
work study as part of their
activity/pathway completed
the three-day work readiness
seminar.
Although successful, we feel the
seminar is not long enough to
impart the key components leading
to successful employment and
staying employed e.g., time
management, dress for success,
workplace etiquette, etc. expanding
the course to a five-day seminar
coupled with an additional week of
on-the-job training prior to
placement, we feel, will lead to
students remaining employed for
the duration of the assignment.
Prior to the transition to
Student Services all
interactions with students was
through paper. As of spring
2011, 100% of office
scheduling is completed
through SARS Track and
students use the system to sign
in prior to engaging in any
service. The system is also
used to call students and
remind them of their
appointments.
We are seeing good participation
with our SARS Suite system and
will continue to use it as a resource
to communicate with students, but
we need to expand our usage with
social media. It is difficult with
this population many dealing
domestic violence who are
reluctant, rightfully so, to expose
themselves on social media sites.