C
A
M
P
U
S
STUDENT SERVICES
2010 COMPREHENSIVE
PROGRAM REVIEW
Student Services Area: Upward Bound Program
We certify that this program review document represents the plans, goals, and critical analysis of this
instructional program. Please enter name(s) and date
Author(s): Corin Balkovek
Date: January 2011
Katy Keyser
Shannon Walkley
Daniel Bixler
Department Director: Daniel Bixler
Date: January 2011
V. P.:
Validation: January 27, 2011
Dr. Keith Snow-Flamer
2
Student Services Mission Statement
To provide high-quality support services that promote access to educational programs, foster academic
success, and encourage personal and social development of all learners. (Revised December, 2009)
STUDENT SERVICES COMPREHENSIVE PROGRAM REVIEW WORKSHEET
I. Overview
College of the Redwoods' Upward Bound is a year-round, Federal TRiO program designed to serve highpotential students who are interested in graduating from high school and attending college. The program
provides opportunities for participants to succeed in their pre-college performance and ultimately in their higher
education pursuits. Our goal is to increase the rate at which participants complete secondary education and
enroll in and graduate from institutions of postsecondary education. Upward Bound serves high school students
from low-income families; and/ or high school students from families in which neither parent holds a bachelor's
degree. Participants attend the following target high schools: Del Norte High School, Eureka High School, Fort
Bragg High School, Fortuna Union High School, and McKinleyville High School.
1. Mission Statement: The goal of Upward Bound at College of the Redwoods is to increase the rate at which
participants complete secondary education and enroll in and graduate from institutions of postsecondary
education. To achieve these goals, Academic Advisors and tutors meet with students at their schools throughout
the school year. Students also attend an academic residential program during the summer to provide students
with academic and cultural enrichment and peer mentoring.
2. Philosophy Statement: Upward Bound serves high school students from families in which neither parent
holds a bachelor’s degree and/or high school students from low-income families. This service to educationally
and economically disadvantaged students in Upward Bound parallels the mission of College of the Redwoods;
namely, to serve the under-represented and under-prepared students in higher education.
3
3. Staffing Level
Director
Daniel Bixler
Academic Advising
Coordinator
Shannon Walkley
Summer Staff
Instructors
Administrative Office
Assistant II
Corin Balkovek
Academic Advisor:
Katy Keyser
Upward Bound Tutors
Summer Staff
Residential
Coordinator
Summer Staff
Assistant Residential
Coordinator
Summer Staff
Residential Advisors
4
4. Summary
Upward Bound serves high school students from families in which neither parent holds a bachelor’s degree
and/or high school students from low-income families in the following schools: Del Norte High School, Eureka
High School, Fort Bragg High School, Fortuna Union High School, and McKinleyville High School.
Upward Bound provides:



Instruction in math, laboratory science, composition, literature, and foreign language.
Information on the full range of Federal Student Financial Aid programs and benefits.
Guidance and assistance on opportunities for participants to succeed in their pre-college performance and
ultimately in their higher education pursuits.
5. Goals and Objectives
Grant Objectives:

60% of all UB participants, who at the time of entrance into the project had an expected high school
graduation date during the school year, will achieve at the proficient level during high school on state
assessments in reading / language arts and math.

80% of 9th, 10th, and 11th grade project participants served during each year will continue to participate in
the UB project during the next year.

65% of all UB participants, who at the time of entrance into the project had an expected graduation date
during the school year, will enroll in a program of postsecondary education by the fall term immediately
following the expected graduation date from high school.

70% of all UB participants who enrolled in a program of post secondary education during the fall term
immediately following high school graduation will be enrolled for the fall term of the Second Academic
year.
Program Objectives not listed on grant

60% of all UB participants, who at the time of entrance into the project had an expected high school
graduation date during the school year, will complete a rigorous curriculum of A-G requirements toward
eligibility at a California State University or A University of California PSE prior to graduation from high
school.

Upward Bound at College of the Redwoods will enhance methods for tracking students during post
secondary education with end goal of supporting academic success and graduation. Program staff will
establish annual contact with 65% of UB alumni in an effort to meet these end goals, during these contacts
staff assisting students with linkage to PSE academic support programs, and UB alumni groups.
Program Operation Goals (not listed on grant)
Program Operational Goals reflect the operation of the Upward Bound program to include policies,
procedures, planning, communication, program evaluation, and curriculum.
5

Upward Bound program will utilize program survey feedback and data during the academic year and
summer programs in an effort to improve program operation.
o Academic year program: Student and Staff feedback will be collected by Upward Bound staff in the
following areas: planning and organization, advising contacts, academic tutoring, and college
going and financial aid educational activities provided by Upward Bound.
o Summer Program: Student and Staff feedback will be collected by Upward Bound staff in the
following areas: program planning and organization, staff training, staff availability / helpfulness,
staff communication, summer course instruction / curriculum, foodservice , transportation,
housing, core groups, and on summer program activities.
6. Strengths
The data presented in this document pertaining to postsecondary education enrollment and persistence
demonstrates that this program has met the objectives. The major goal of Upward Bound is to increase the rate
at which participants complete secondary education and enroll in and graduate from post-secondary educational
institutions. The strengths of Upward Bound are keeping students in the program and getting them to attend and
graduate from post-secondary institutions.
Upward Bound program staff are highly skilled in collecting and processing student and program data, in
engaging and advising program participants. Program staff are also skilled as program co-facilitators and
collaborators.
7. Improvement Areas
A fundamental program challenge for Upward Bound is post secondary education enrollment and persistence;
this entails tracking the progress and status of all prior participants. The upcoming Upward Bound grant cycle
includes an objective related to post secondary completion. This new objective ties into the success of our
program and funding by awarding prior experience points to programs who are successful in achieving this
objective. This task is further complicated in that we track prior participants after high school graduation while
no longer providing them services. Therefore, we have very limited effect over their post-secondary success.
Another program challenge is being able to offer current students a series of cultural and academic activities
throughout the academic year and encouraging student participation in such activities, specifically tutoring at
the local high schools. The resources and availability of those resources varies markedly between high schools.
Upward Bound has implemented student and staff surveys following each summer session to assist in isolating
areas for improvement. Revising protocols and procedures for planning, training, team building, and clear
communication are essential for providing an enriching summer session. Permanent staff, the Residential
Coordinator and Assistant Residential Coordinators meet following the summer session to debrief. The 2009
and 2010 data below provides us an opportunity to reflect on the areas our program does well and allows us
insight on areas for improvement. Our program intends to standardize questionnaires to insure continuity in a
measureable format; utilizing data to isolate areas of strength and areas for improvement.
6
In the 2009 and 2010 summer programs staff and students were surveyed for the following findings:
**Aspects of the 2009 2010 survey data are not included in this report because they are no particularly evaluative do not appear
as significant data.
In 2009 and 2010, students and staff members of the summer program were surveyed about their experiences.
The follow findings are excerpted from these surveys:

Upward Bound Summer Program – General
From students (Compiled from ‘2010 UB Summer Program Exit Evaluation’, 2010):

Please rate the following activities based on your level of satisfaction with each one.
Bus or van
transportation
“MyCR”
Core Groups
Access to Computers
Access to Library
Tutoring from UB Staff
CR & HSU Arts Alive

Very
Mostly
Satisfying Satisfying
23.1% (3) 23.1% (3)
Sometimes
Satisfying
0.0% (0)
Unsatisfying
0.0% (0)
21.4% (3)
14.3% (2)
14.3% (2)
28.6% (4)
35.7% (5)
23.1% (3)
28.6% (4)
35.7% (5)
50.0% (7)
28.6% (4)
21.4% (3)
23.1% (3)
42.9% (6)
50.0% (7)
35.7% (5)
14.3% (2)
35.7% (5)
0.0% (0)
Did not
Participate
53.8% (7)
Response
Count
13
30.8% (4)
7.1% (1)
0.0% (0)
0.0% (0)
0.0% (0)
7.1% (1)
23.1 % (3)
0.0% (0)
0.0% (0)
0.0% (0)
28.6% (4)
0.0% (0)
13
14
14
14
14
14
Do you agree with the following statement: “I feel that I am more motivated to go to college than I was
before I came to Upward Bound’s summer program.”
I do not want to
Not sure
Pretty sure
I am definitely
Response Count
go
going
0.0% (0)
7.1% (1)
21.4% (3)
14
71.4% (10)
 “I’ve always wanted to go to college, but Upward Bound definitely prepares you for college, and teaches
you a lot too.”
 “…made me want to go to college.”

I would give the following grade to the Upward Bound Program Staff for the way the summer session was
organized:
F (Fail)
0.0% (0)
D (Barely
Passing)
0.0% (0)
C (Average)
7.1% (1)
B (Above
Average)
57.1% (8)
A (Superior)
35.7% (5)
Response
Count
14
7

From Instructors (compiled from “2010 UB Program Evaluation by Instructors”, 2010)

Organization: Did the director make his expectations clear from the start? Did you always know what you
had to do and how to do it?
Never


Sometimes
Often
Always
Response Count
0.0% (0)
40.0% (2)
0.0% (0)
5
60.0% (3)
“I felt the whole MyCR thing was unnecessary. While the technology that might make sense for a
larger group, it didn’t seem like it was worth the effort with a small class. I fear we may have wasted
the CR faculty’s time trying to implement MyCR.”
“[The Director] was very clear about his expectations and always positive and supportive of what I
was doing in my class”

Please rate the director in the following areas:
Not
Applicable
0.0% (0)
Never
Sometimes
Often
Always
Response
Count
5
0.0%
20.0% (1)
40.0%
40.0%
(0)
(2)
(2)
0.0% (0)
0.0%
40.0% (2)
0.0%
5
Accessibility/
60.0%
(0)
(0)
Availability
(3)
0.0% (0)
0.0%
20.0% (1)
20.0%
5
Follow-through
60.0%
(0)
(1)
(3)
0.0% (0)
0.0%
25.0% (1)
0.0%
4
Effective
75.0%
(0)
(0)
Communication
(3)
 “…He didn’t visit my classroom at all, which I sort of expected he might pop in over the summer.”
Support

“Always felt supported.”
8

Please rate the Teacher Mentor in the following areas:
Not
Applicable
20.0% (1)
Never
Sometimes
Often
Always
Response
Count
5
0.0%
0.0% (0)
0.0%
80.0% (4)
(0)
(0)
20.0% (1)
0.0%
0.0% (0)
0.0%
5
Accessibility/
80.0% (4)
(0)
(0)
Availability
20.0% (1)
0.0%
0.0% (0)
0.0%
5
Follow-through
80.0% (4)
(0)
(0)
20.0% (1)
0.0%
0.0% (0)
0.0%
5
Effective
80.0% (4)
(0)
(0)
Communication
 “I really appreciated having [a Teacher Mentor] to go to. I liked that she emailed us once a week about
what we were going to discuss at the meetings.”
Support


“It was great to have [the Teacher Mentor], she really played a solid role in inspiring me as an
instructor and keeping all of the instructors on the same page. She was a very positive role model.”

“A consistent voice of reason (and humor).”
Please rate the Academic Advisors in the following areas:
Not
Applicable
0.0% (0)
Never
Sometimes
0.0% (0)
0.0% (0)
Often
Always
Response
Count
5
0.0%
100.0%
(0)
(5)
0.0% (0)
0.0% (0)
0.0% (0)
0.0%
5
Accessibility/
100.0%
(0)
Availability
(5)
0.0% (0)
0.0% (0)
0.0% (0)
0.0%
5
Follow-through
100.0%
(0)
(5)
0.0% (0)
0.0% (0)
0.0% (0)
0.0%
5
Effective
100.0%
(0)
Communication
(5)
 “I knew where to find both [the Academic Advisors] throughout the summer if I needed them. Shannon
was a huge help with coordination of the showcase.”
Support

“[The Academic Advisors] made great things happen!”

“Very supportive of my goals with my classes.”

“A great UB team.”
9

If you had the freedom and resources to institute a change in the program, what would it be and why?
o “I would try and get more students to come to the summer program by offering more incentives
or by recruiting earlier in the year.”
o “More coordination between RAs and instructors on activity/assignment dates…At the very
least, maybe an RA could be present at the teacher meetings to keep us informed of activity dates
and take our input.”
o “Letting students stay during the weekend would definitely help to contribute towards a more
‘authentic’ college experience, and give students more time to balance out their
homework/activity time…”

How can the staff organization be improved?
o “I would love to receive a short email newsletter about what the week is like for the students and
what is being planned.”
o “The staff was pretty well organized.”
o “More collaboration between residential staff and instructors.”

What would you suggest for improving program procedures?
o “I would have appreciated meeting the RAs at the orientation.”
o “More concrete/aggressive procedures for missing assignments and students who consequently
run the risk of failing a course.”
o “Starting the recruitment processes earlier and continually revisiting schools in order to reinforce
the message.”
From Residential Staff (Compiled from “2010 UB Program Evaluation by Residential Staff”)

Organization: Did the director make his expectations clear from the start? Did you always know what you
had to do and how to do it?
Never


Sometimes
Often
Always
Response Count
33.3% (2)
16.7% (1)
0.0% (0)
6
50.0% (3)
“I usually relied on [other residential staff or UB staff] for directions. Training seemed unorganized.”
“Often there were times I didn’t know what to do and I found it much easier to ask [other residential staff]
for advice.”
10

Please rate the director in the following areas:
Not
Applicable
0.0% (0)
Never
Sometimes
Often
Always
0.0%
33.3% (2)
0.0% (0)
66.7%
(0)
(4)
0.0%
(0)
16.7%
16.7%
(1) 0.0% (0)
Accessibility/
66.7% (4)
(1)
Availability
16.7%
(1)
0.0%
16.7% (1) 0.0% (0)
Follow-through
66.7% (4)
(0)
16.7% (1)
0.0%
0.0% (0)
0.0% (0)
Effective
83.3% (5)
(0)
Communication
 “He seemed to want to be supportive but was often busy on his cell phone an unavailable. “
Support

“One of the best things about [the Director] is his ability to get things done in a pinch.”

Please rate the Academic Advisors in the following areas:
6
6
Often
Always
0.0%
16.7% (1)
(0)
0.0% (0)
0.0%
0.0% (0)
Accessibility/
(0)
Availability
0.0% (0)
0.0%
16.7% (1)
Follow-through
(0)
0.0% (0)
16.7%
33.3% (2)
Effective
(1)
Communication
 “They knew what they were doing or needed to be done.”
50.0%
(3)
66.7%
(4)
66.7%
(4)
33.3%
(2)
16.7% (1)
Response
Count
6
33.2% (2)
6
16.7% (1)
6
16.7% (1)
6

Never
6
Sometimes
Support
Not
Applicable
0.0% (0)
Response
Count
6
“There were some issues with communication. “
11

Please rate the Residential Coordinator and Assistant Residential Coordinator in the following areas:
Not
Applicable
0.0% (0)
Never
Sometimes
Often
Always
Response
Count
6
0.0%
0.0% (0)
16.7% (1) 83.3% (5)
(0)
0.0% (0)
0.0%
33.3% (2)
0.0% (0) 66.7% (4)
6
Accessibility/
(0)
Availability
0.0% (0)
0.0%
0.0% (0)
6
Follow-through
50.0%
50.0% (3)
(0)
(3)
0.0% (0)
0.0%
16.7% (1)
33.3% (2) 50.0% (3)
6
Effective
(0)
Communication
 “If I ever needed anything [the RC and ARC] bent over backwards to help me achieve my goal. They are
easy to talk to and I felt they did an outstanding job leading the temporary staff this summer. Also, they
were really accessible and didn’t let every little thing bother them…”
Support

If you had the freedom and the resources to institute a change in the program, what would it be and why?
o “Better communication between Director and staff.”
o “I would bring back core groups…I feel that without them we lost out team building luster.”
o “…better communication and possibly more of a variety of resources to do activities with.”
o “I would do a little more interaction and welcoming…and really take the time to plan and organize
activities thoroughly. It would b nice to have everything run smoothly and even have the students
involved more in everything.”

How can the staff organization be improved?
o “Be organized.”
o “…if there are going to be more students in the following summers, I feel there should be more
RAs that are hired…We were all stretched pretty thing this year and hiring an office assistant
definitely helped.”

What would you suggest for improving program procedures?
o “Information needs to be clearer. There needs to be forms and instructions and training on how
to do things.”
o “I think that during training week we should go over more of what we are expected to do as RAs
instead of the more obvious things.”
12
 Upward Bound Summer Program – RA Evaluations

From Students - (Compiled from “ Residential Advisor Evaluations”, 2010; “Core Group
Evaluations”, 2009)
Did you Residential Advisor (RA) make his/her expectations clear from the start? Did you know what you
had to do?
2009
Yes
No
100.0% (35)
0.0% (0)
 “Read the rules and everything…very thorough.”
Response Count
35
2010


Yes
100.0% (14)
“They were awesome.”
No
0.0% (0)
Response Count
14
Did you receive supervision that made you feel that your safety and well-being were cared for?
2009

Yes
No
Response Count
100.0% (35)
0.0% (0)
35
“Yes, they were always involved in games, so I didn’t feel left out or like I would be made fun of
when playing the game.”
2010


Yes
100.0% (14)
“I think we were sheltered too much.”
No
0.0% (0)
Response Count
14
Did your RA maintain discipline and harmonious relations in the core groups?
2009


Yes
No
97.1% (34)
2.9% (1)
“Always made sure we were following the rules.”
“My group were all friends and it was really nice.”
Response Count
35
2010
Yes
92.9% (13)

No
7.1% (1)
Response Count
14
Did your RA provide you with tutoring assistance that helped you?
2009
Yes
No
77.1% (27)
2.9% (1)
 “Offered it if I needed it.”
 If we needed help all we had to do was ask.”
Not Applicable
20.0% (7)
Response Count
35
13
2010



Yes
No
Not Applicable
64.3% (9)
21.4% (3)
14.3% (2)
“They helped a lot.”
“It was extremely helpful when RAs were in the classrooms with us.”
Response Count
14
Were the RAs courteous, fair, and sensitive?
2009

Yes
100.0% (35)
“Yes, very much.”
No
0.0% (0)
Response Count
35
2010


Yes
100.0% (14)
“Sometimes”
No
0.0% (0)
Response Count
14
Were the activities well-organized and beneficial to you?
2009


Yes
No
91.4% (32)
8.6% (3)
“Some of the things were kind of nonsensical, but they were all fun.”
“They kind of were, but I think they need to come up with new activities.”
Response Count
35
2010

Yes
No
85.7% (12)
14.3% (2)
“ I liked the core classes this year, they help me prepare for college.”
Response Count
14
Upward Bound Summer Program – Instructors
From Students -(Compiled from “2010 UB Summer Program Exit Evaluation”, 2010)

Please rate the following activities based on your level of satisfaction with each one
Very Satisfied
Mostly
Satisfied
Somewhat
Satisfied
Unsatisfied
Response Count
50.9% (27)
22.6% (12)
24.5% (13)
5.7% (3)
53
14
As the data above suggests, both students and staff were generally satisfied with the summer program offered
by Upward Bound. Of the student participants who completed evaluations of the 2009 and 2010 summer
programs, most found the instruction they received to be satisfactory, had positive interactions with Residential
Staff, and were more motivated to go to college than they had been before they attended the Upward Bound
summer program. The temporary staff of the summer program (which includes Instructors and Residential staff)
also found their experiences working for the Upward Bound summer program satisfactory.
One aspect for improvement that needs to be addressed for future summer programs is communication. Many of
the summer staff members that completed surveys felt that communication between staff members could be
improved and were dissatisfied with the implementation of “MyCR”, finding it confusing (due, in part, to the
poor quality of training received on how to use the program) and incongruous with the needs of the summer
program. The Upward Bound staff are currently exploring different methods of communication for future
programs, including utilizing online resources such as Yahoo/Google groups and Facebook.
Upward Bound at College of the Redwoods served 96 participants in the 2008-2009 grant year; 100% of these
participants identified as first generation and /or low income students.
Participant demographic data in areas of school, grade level, and ethnicity for 2008-2009 grant year:
School
Number of students
DNHS
31
EHS
19
FBHS
12
FUHS
21
MHS
13
Total Number of students
96
Grade Level
Number of students
8th grade rising
3
9th grade
3
10th grade
46
11th grade
29
12 grade
15
total Number of students
96
Demographic Data
African American
Asian
Hispanic
Native American / Alaskan Native
Native Hawaiian / Pacific Islander
White
Total Number of students
Number of students
1
14
33
8
2
48
96
15
9. Student Achievement Data (if applicable).
The following results were reported in the 2007-2008 Annual Performance Report to the USDE in January 2009.
Mission Statement: The goal of Upward Bound at College of the Redwoods is to increase the rate at which participants complete secondary
education and enroll in and graduate from institutions of postsecondary education. To achieve these goals, Academic Advisors and tutors meet with students
at their schools throughout the school year. Students also attend an academic residential program during the summer to provide students with academic and
cultural enrichment and peer mentoring.
1.
2.
Objective
Student Learning
Outcome (SLO)
or
Program Learning
Outcome (PLO)
Linked to Student
Service
Goal/Strategic
Plan
Upward Bound
participants will
enroll in a
program of
postsecondary
education (PSE)
by the fall term
immediately
following high
school
graduation.
65% of all UB
participants, who at the
time of entrance into the
project had an expected
graduation date during the
school year, will enroll in
a program of
postsecondary education
(PSE) by the fall term
immediately following the
expected graduation date
from high school. (UB
Grant Objective C)
UB participants
who enrolled in
a program of
postsecondary
education during
the fall term
immediately
following high
school
graduation will
be enrolled for
the fall term of
the second
academic year.
70% of all UB participants
who enrolled in a program
of postsecondary
education (PSE) during
the fall term immediately
following high school
graduation will be
enrolled for the fall term
of the second academic
year. (UB Grant Objective
D)
Student Services Goals:
#1: Support the academic
quality and learning
environment of the
College by contributing
to a college-going
culture in the community
#2: Improve enrollment
and student retention
Strategic Plan Goals:
#1: Enable student
attainment of educational
goals
#5: Ensure student
access
Student Services Goals:
#1: Support the academic
quality and learning
environment of the
College by contributing
to a college-going
culture in the community
#2: Improve enrollment
and student retention
Strategic Plan Goals:
#1: Enable student
attainment of educational
goals
#5: Ensure student
access
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Completion
(or anticipate
completion)/
Findings
Improvement
Recommendations
(next step)
65% of participants who
were scheduled to
graduate in 2008 will
enroll in a program of
PSE by the fall term
following high school
graduation.
UB participants
are tracked via
personal contact
and the
National
Student
Clearing House
to verify
enrollment in
PSE.
Out of 72 active &
inactive
participants who
were scheduled to
graduate in 2008,
82% (59/72)
enrolled in PSE.
The status of 18%
is unknown.
Completion results
reflect both active and
inactive participants.
Inactive participants do
not receive follow up
contact. We could
reduce the number of
unknowns by making
follow-up contacts after
they leave UB and by
increasing retention in
UB.
70% of all UB
participants who enrolled
in a program of PSE
during the fall term 2007
following high school
graduation in 2007 will be
enrolled for the fall term
of the second academic
year 2008.
UB participants
are tracked via
personal contact
and the
National
Student
Clearing House
to verify
enrollment in
PSE.
Out of 30 UB
participants who
enrolled in a
program of (PSE)
during the fall term
2007 following
high school
graduation, 83%
(25/30) enrolled in
PSE for the fall
term of the second
academic year.
2008
Increase contact with
former participants to
assess needs for
retention in PSE.
Recommend resources
(i.e. SSS, EOPS,
Academic Advising,
Financial Aid, etc.)
16
10. Report on Results of Learning Outcomes Assessment 2009-2010
The following results were reported in the 2008-2009 Annual Performance Report to the USDE in January 2010.
Mission Statement: The goal of Upward Bound at College of the Redwoods is to increase the rate at which participants complete secondary
education and enroll in and graduate from institutions of postsecondary education. To achieve these goals, Academic Advisors and tutors meet with students
at their schools throughout the school year. Students also attend an academic residential program during the summer to provide students with academic and
cultural enrichment and peer mentoring.
1.
2.
Objective
Student Learning
Outcome (SLO)
or
Program
Outcome (PO)
Linked to Student
Service
Goal/Campus
Goal/District
Initiative
Upward Bound
participants will
enroll in a
program of
postsecondary
education by the
fall term
immediately
following high
school
graduation.
65% of all UB
participants, who at the
time of entrance into the
project had an expected
graduation date during the
school year, will enroll in
a program of
postsecondary education
(PSE) by the fall term
immediately following the
expected graduation date
from high school. (UB
Grant Objective C)
Student Services Goals:
#1: Support the academic
quality and learning
environment of the
College by contributing
to a college-going
culture in the community
#2: Improve enrollment
70% of all UB
participants who
enrolled in a program of
postsecondary
education (PSE) during
the fall term
immediately following
high school graduation
will be enrolled for the
fall term of the second
academic year. (UB
Grant Objective D)
Student Services Goals:
#1: Support the academic
quality and learning
environment of the
College by contributing
to the college-going
culture in the community
UB participants
who enrolled in a
program of
postsecondary
education during
the fall term
immediately
following high
school graduation
will be enrolled for
the fall term of the
second academic
year.
Assessment Criteria
(Specify Target
Performance Level)
Assessment
Measure
Completion
(or anticipate
completion)/
Findings
Improvement
Recommendations
(next step)
65% of participants who
were scheduled to
graduate in 2009 will
enroll in a program of
PSE by the fall term
following high school
graduation.
During 09-10
FY, UB staff
will track
participants
who were
scheduled to
graduate in
2009 via
personal contact
and the
National
Student
Clearing House
to verify
enrollment in
PSE.
During 09-10
FY, UB staff
will track
participants
who were
scheduled to
graduate in
2008 via
personal contact
and the
National
Student
Clearing House
to verify
enrollment in
PSE. Refer to
services that
enhance
retention rates.
Out of 21 active
and inactive
participants who
were scheduled to
graduate in 2009,
81% (17/21)
enrolled in PSE.
The status of 5% is
unknown.
Completion results
reflect both active and
inactive participants.
Inactive participants do
not receive follow up
contact. We could
reduce the number of
unknowns by
implementing the
practice of follow-up
contacts after they leave
UB and by increasing
retention in UB.
Out of 72 UB
participants who
enrolled in a
program of (PSE)
during the fall term
2008 following
high school
graduation, 78%
(46/59) enrolled in
PSE for the fall
term of the second
academic year.
Increase contact with
former participants to
assess needs for
retention in PSE.
Recommend resources
(i.e. SSS, EOPS,
Academic Advising,
Financial Aid, etc.)
Strategic Plan Goals:
#1: Enable student
attainment of educational
goals
#5: Ensure student
access
#2: Improve enrollment
and student retention
Strategic Plan Goals:
#1: Enable student
attainment of educational
goals
#5: Ensure student
access
70% of all UB
participants who enrolled
in a program of PSE
during the fall term 2008
following high school
graduation in 2008 will be
enrolled for the fall term
of the second academic
year 2009.
17
Area Needs Assessment
1. Five-Year Program Staffing Profile with Anticipated Needs
*Year based on Federal fiscal grant year: 9/01/-8/31*
Staffing Levels for Each of the
Previous Five Years
Anticipated total staff
needed
2011 -2012
2012-2013
2006 2007 2008 2009 2010
Position
EXAMPLE
Administration
Classified Staff FT
Classified Staff PT
Confidential Staff FT
Hourly Staff
Student Workers
Faculty Reassigned FTE
Full time
Faculty Reassigned FTE
Part time
Total Full Time
Equivalent Staff
1
2
1
3
0
22
1
.5
1
3
0
22
1
.5
1
3
0
28
2
.5
1
3
0
28
2
1
2
1
0
17
2
1
2
1
0
28
3
1
2
1
0
28
3
1.5
1.5
1.5
3
3
3
Fill out the Management and/or Staff request form that follow if new employees are
needed.
Does the staffing structure meet the unit’s needs?
Yes, the Upward Bound program structure has changed significantly since the last annual
program review; currently our staffing structure meets our unit’s needs.
If your answer is “no,” please consider the following in framing your answer:
a. Has the workload of your unit increased in recent years? Do you anticipate the
workload will increase, decrease or remain constant in the upcoming one to three years?
Is this a temporary situation?
b. Has technology made it possible to do more work with the same staff? Or, has
technology increased your work load (adding web features which need updating for
example)?
c. Does the workload have significant peaks and valleys during the fiscal year? If so,
describe.
d. If your workload is increasing and resources will not allow for increased staffing, how do
you anticipate being able to ameliorate the negative consequences of too much work and
maintain a positive atmosphere in your unit?
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5/29/2016
Unit Name: Upward Bound
2. Staff Needs
NEW OR REPLACEMENT STAFF (Administrative or Classified)
List Staff Positions Needed for Academic Year 2010-2011______________
Please be as specific and as brief as possible when offering a reason. Place titles on list in order (rank) or
importance.
1. Administrative Office Assistant II
Reason: Cal SOAP and Upward Bound Programs no longer share staff as of March 2010; this left Upward
Bound programs without an Administrative Office Assistant and an Administrative Office Coordinator.
Annual TCP*
TCP for employee
$45,000.00
2.
Reason:
3.
4.
5.
6.
Reason:
* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and
equipment. Please speak with the Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the
appropriate form and mention the link to the position.
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5/29/2016
Unit Name: Upward Bound
3. Furniture and Equipment (excluding major technological items) Needs Not Covered by Current Budget
Cost per
item
Number
Requested
5
1. PC and Apple operating systems upgrade.
Reason: Upgrade staff electronic equipment to communicate, transfer files, and
share schedules. Example: Mac Books will utilize Microsoft Outlook for first time.
Annual TCO*
169.0
List Equipment or Equipment Repair Needed for Academic Year_______
Please list/summarize the needs of your unit on your campus below. Please be
as specific and as brief as possible. Place items on list in order (rank) or
importance.
Total Cost of Request
845.00
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with the Business Officer to obtain accurate cost estimates. Please be
sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention that linkage.
20
5/29/2016
Unit Name: Upward Bound
4. Technology++ Needs Not Covered by Current Budget:
NOTE: Technology; excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)
Submitted by:
Title:
Phone:
Annual TCO*
Priority
EQUIPMENT REQUESTED
New (N) or
Replacem
ent (R)?
Program:
New (N) or
Continuing
(C) ?
Location
(i.e Office,
Classroom
, etc.)
Is there
existing
Infrastructure
?
How many
users
served?
Has it been
repaired
frequently?
Cost per
item
Number
Requested
Total Cost of
Request
1.
Usage /
Justification
2.
Usage /
Justification
3.
Usage /
Justification
4.
Usage /
Justification
5.
Usage /
Justification
 TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with the Business Officer to obtain accurate cost estimates.
Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be sure to mention
that linkage.
 ++Technology is (1) equipment that attaches to a computer, or (2) a computer is needed to drive the equipment.
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5/29/2016
Unit Name: Upward Bound
5. Facilities Needs Not Covered by Current Building or Remodeling Projects*
Annual TCO*
List Facility Needs for Academic Year___________________
(Remodels, Renovations or added new facilities) Place items on list in order (rank) or
importance.
1. Assessment of Firing Range
Reason: An assessment to determine the effects of the noise level on staff employees and
correlation of potential hearing loss.
Reason:
2. Parking signs for program staff
Reason: Firing range users regularly park illegally, interfering with staff parking availability
Reason:
3. Attic renovation
Reason: Due to previous bat infestation office smells of bat guano
Reason:
Total Cost of Request
Unable to determine
without assistance
Unable to determine
without assistance
Unable to determine
without assistance
4.
Reason:
5.
Reason:
6.
Reason:
*Please speak with the Business Officer to obtain accurate cost estimates and to learn if the facilities you need are already in the planning stages.
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5/29/2016
Unit Name: Upward Bound
6. Professional or Organizational Development Needs Not Covered by Current Budget*
List Professional Development Needs for Academic
Year___________________. Please be as specific and as brief as possible. Some
items may not have a cost per se, but reflect the need to spend current staff time
differently. Place items on list in order (rank) or importance.
Annual TCO*
Cost per
item
Number
Requested
Total Cost of Request
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
*It is recommended that you speak with Human Resources to see if your request can be met with current budget.
23
5/29/2016
Unit Name: Upward Bound
7. OTHER NEEDS not covered by current budget
1. Hire Upward Bound grant writer ( 2012-2017 grant competition)
Reason: Current grant cycle ends August 31, 2012.
Annual TCO*
Cost per
item
Number
Requested
50.00
Per
Hr
50-75
hrs
List Other Needs for Academic Year___________________
Please list/summarize the needs of your unit on your campus below. Please be as
specific and as brief as possible. Not all needs will have a cost, but may require a
reallocation of current staff time. Place items on list in order (rank) or importance.
Total Cost of Request
$ 3750.00
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
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III. Recommendations
Vice President’s Recommendation
Keith Snow-Flamer
Vice President’s Signature
January 27, 2011
Date
25
5/29/2016
26