Student Development Division Annual Program Review Update 2012/13
Special Programs
Section 1 - Program Information
1.0 Name of Program: Special Programs: EOPS/CARE/CalWORKs
1.1 Program Review Authors: Sue Alton, Heidi Bareilles, Caylor Cuevas, Tori Eagles, Marcy Foster, Dave Gonsalves, Kintay Johnson, Sheila
Hall, Michael Regan, Marcia Williams
Date: October 24, 2012
1.2 Program Director Signature: Cheryl Tucker
Date: October 24, 2012
1.3 Vice President Signature: Keith Snow-Flamer
Date: October 24, 2012
1.4 Program mission: The mission of Special Programs is to empower students to achieve their educational goals and objectives.
1.4.1 State briefly how the program mission supports the college mission: Special Programs actively contributes to the broader mission of the
college by providing low-income and educationally disadvantaged students support services that will help them enroll and succeed in postsecondary education.
1.4.2 Program goals:



Increase the number of students who successfully complete degrees and certificates.
Increase the number of students who successfully transfer to four-year institutions.
Increase the number of students who transition from public assistance to employment.
1.4.3 Describe how the program goals support institutional planning and goals (Strategic Plan, Education Master Plan, Enrollment
Management Plan, etc.): Special Programs goals support the following institutional goals and plans college by providing low-income and
educationally disadvantaged students support services that will help them enroll and succeed in post-secondary education:
Strategic Plan Goal 1 – Developmental, Career Technical and Transfer Education
1.1 Match students’ readiness with educational pathways. Special Programs is increasing and enhancing services to support increased
participation in math and English placement as well as career exploration activities. Special Programs continues to assess and improve service
delivery for development of education plans.
Strategic Plan Goal 3 – Fiscal and Operational Sustainability
3.5 Practice continuous quality improvement. Special Programs will participate in all assessment and program review related activities.
12/20/2012 Page 1 Strategic Plan Goal 4 – Technological Relevance
4.4 Improve efficiency through technology. Special Programs is increasing processes and structures that utilize technology such as the
development of an on-line EOPS Orientation and improved electronic processes for book awards and advising.
Strategic Plan Goal 5 – Enhance Institutional Profile
5.1 Enhance support for the college community. Special Programs provides outreach activities and supports cultural events consistent with the
program mission.
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.
2010/11
2011/12
Observations (steady/increasing/decreasing)
2.1 Staffing/Budget
FTE Faculty and Staff
9.71
9.76
Steady
FTE Additional Workforce
N/A
N/A
N/A
Personnel (Dollars)
$752,340
$805,361
Increasing
Discretionary (Dollars)
$19,580
$7,111
Decreasing
Student Aide
$281,682
$254,051
Decreasing
2.2 Program Indicators
Persistence
Fall to Spring:
EOPS 79%; CARE
80%; CWS 87%
Fall to Fall: EOPS
34%; CARE 33%;
CWS 47%
Fall to
Spring:
EOPS 80%;
CARE 89%;
CWS 0%
Fall to Fall:
EOPS 51%;
CARE 44%;
CWS 0%
Fall to Spring - Steady
Fall to Fall - Increasing
Retention
EOPS 85%; CARE
86%; CWS 87%
EOPS 88%;
CARE 90%;
CWS 90%
Steady
Success
EOPS 61%; CARE
EOPS 61%;
Steady
12/20/2012 Page 2 Degree/Certificate Completion
60%; CWS 66%
CARE 57%;
CWS 63%
Degrees:
EOPS - 132
CARE – 15
CalWORKs – 26
Degrees:
EOPS - 117
CARE – 15
CalWORKs
– 29
Certificates:
EOPS – 30
CARE – 1
CalWORKs - 5
Steady
Certificates:
EOPS – 12
CARE – 1
CalWORKs 5
2.3 Describe how these changes affect students and/or the program:
Budget and staffing: Staffing levels remained the same, although costs did increase. A slight increase ($12,037) in the allocations of
CalWORKs/TANF helped but did not completely meet the needs for salary and benefits that increased by $53,021. Student Aide and
Discretionary budgets were decreased accordingly.
Student Achievement: Persistence most likely improved from Fall to Fall because priority registration occurred during the regular time period in
May, instead of June as it did in the prior year. Other data shows a fairly steady pattern considering the number of students served has been
decreasing and this will contribute to a decline in the total numbers.
2.4 Provide any other relevant information, or recent changes, that affect the program: Moving to the new building is allowing us to explore
integrating positions to better serve students. EOPS is funding more advising positions and less counseling as the number of students served has
dropped and the need for SEP completions and counseling contacts has been addressed as documented in our assessment.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
(2011/2012)
3.1 Summarize the conclusions drawn from the data and the experience of staff working to achieve the outcomes:
SLO #1: Special Programs students will have increased knowledge of Special Program services.
The goal was to achieve at least a 5% increase overall each semester in the percentage of students with EOPS contacts at campuses other than
12/20/2012 Page 3 Eureka. There was an overall increase from 58% to 72% for the Fall 2011 semester – a total gain of 14%. For the Spring 2012 term, there was an
overall increase from 55% to 80%, for a gain of 15%.
The target is to ensure that students are receiving the same level as Eureka: 85% for the Fall and 86% for the Spring. It is recommended that we
continue monitoring contact data and contacting students to ensure they meet with their counselor until all campuses are equivalent to Eureka’s
level or higher.
SLO #2 Special Programs students will demonstrate understanding of the importance of goal setting and educational planning.
A total of 96% of Special Program students were in declared programs during the 2011/12 year as compared to 89% in 20010/11. This is an
increase of 7% between the 20010/11 and 2011/12 year in students with declared programs as documented in Datatel.
The EOPS End-of-Semester survey was emailed to all spring 2012 EOPS/CARE students on May 3, 2012 and remained open through June 1,
2012. We received responses from 135 students, a 21% return rate, with representative numbers of each campus or site.
To address assessment of the student learning outcome that students will demonstrate understanding of goal setting, educational planning, and
have the tools to select courses that meet their academic goals, the survey was utilized to determine 1) how often students refer to their SEP for
educational planning, and 2) the usefulness of the SEP in the following areas: a) planning for the next term, b) setting goals, c) understanding how
course selection applies to goal completion, and d) determining a completion date.
The following baseline data was obtained:
The majority of respondents were fairly new to college with 2-3 semesters remaining (41%) or 4+ semesters remaining (42%) to complete a
degree and/or certificate. The majority of respondents referred to their SEP on a regular basis, with 46% of students referring to the SEP three
times or more during the semester. Thirty percent referred to the SEP twice, 17% referred to the SEP once, and 5% not at all. Seventy-one percent
of respondents strongly agree that their SEP was useful in planning their next semester’s class schedule. Sixty-seven percent strongly agree the
SEP was useful in setting goals. Sixty-six percent strongly agree the SEP was useful in understanding how courses apply towards their goals,
while only 58% strongly agree their SEP was useful in determining a completion date.
We will deploy an updated survey Fall 2012 and gather additional data related to students understanding and use of the different components of
the SEP.
PO #3 - EOPS students will have a Student Educational Plan (SEP)completed prior to receiving a book award
In response to an audit finding of two EOPS student records without SEPs on our Del Norte campus, it was determined that we needed to improve
our procedures to ensure each student counted as served for EOPS has a SEP on file. We implemented new procedures district wide that required
EOPS students to attend an EOPS Orientation and complete a SEP prior to receiving their book award. Staff audited all EOPS student records and
verified that 100% of EOPS students reported for 2011/12 as being served had a completed SEP by June of 2012. This program outcome has been
12/20/2012 Page 4 completed.
3.2 Summarize how assessments have led to improvement in Student Learning and Service Area Outcomes: Assessment has led to increased
student contacts with counseling and advising by improving the service delivery and the tracking of these services for Special Programs students.
Orientations were enhanced to include additional information about the importance of career planning and goal setting. Counseling and advising
session reminder calls were increased. There has been a renewed emphasis on the importance of students’ contractual obligation for counseling
contacts and the connection these contacts have with student success. The eligibility and intake processes were modified to require students to
apply for financial aid and take their math and English placement tests before they could apply for EOPS/CARE. CalWORKs students receive
additional pre-entry referral and advising for financial aid and assessment.
3.3 (Optional) Describe unusual assessment findings/observations that may require further research or institutional support:
Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in previous program reviews and their current status. What measurable outcomes were achieved due to
actions completed.
Actions
Current Status
Outcomes
Increase students in declared programs.
Completed
96% of Special Programs students were in
declared programs last year as compared to
60% three years ago
Improve service delivery at sites other than
Eureka.
In Progress
N/A
EOPS students have an SEP prior to receiving
their book award.
Completed
100% of EOPS students had an SEP on file
prior to receiving their book award last year
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement:
Section – 5 Planning 12/20/2012 Page 5 5.0 Plan for Future Improvements
(2012/2013)
Based on institutional plans, data analysis, student learning outcomes, program outcomes, the assessment of those outcomes, and your critical
reflections, describe the program’s Action Plan for the 2012/13 academic year. If more than one plan, add rows. Include necessary resources.
(Only a list of resources is needed here. Provide detailed line item budgets, timelines, supporting data or other justifications in the Resource
Request).
(link to two year assessment plan)
5.1 Program Plans
Action to be taken:
Orientation and counseling/advising
sessions continue to be enhanced to
emphasize the importance of selecting an
informed educational goal by the end of
the first semester.
Relationship to
Institutional Plans
Strategic Plan
Obj 1.3 Students will be
able to complete their
desired educational goals.
Education Master Plan
Obj 1.2 Improve support
for students
Obj. 5.1 Improve student
engagement among all
students.
Relationship to
Assessment
Expected Impact on
Student Learning or
Service Area Outcomes
Students will have
increased knowledge on
the importance goal
setting and the usefulness
of their Student
Educational Plan.
Degree and certificate
completions as well as
student retention,
persistence and course
success should increase.
Enrollment Management
Plan
Obj 3.1 Develop
Academic Pathways
Annual Plan Initiatives
Obj I.C. Include SEP
development into all new
student orientations and
refine SEP format
12/20/2012 Page 6 Resources Needed
Staff time.
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be submitted with rationale, plan linkage and estimated costs. Request Check One Amount Recurring Rationale $ Cost Y/N Linkage Planning Operational Personnel Section 7‐ PRC Response 7.0 (The response will be forwarded to the author and the supervising Director and Vice President) PRC: Section 7- PRC Response by section (completed by PRC after reviewing the program review)
7.0 The response will be forwarded to the author and the supervising Director and Vice President:
S.1. Program Information:
Program supports strategic plan
S.2. Data Analysis: Program is categorically funded. Indicators identified, all show steady to slight increase.
S.3. Critical Reflection of Assessment Activities: SLO’s appear to be met.
S.4. Evaluation of Previous Plans: Plans have either been completed or in progress. Kudos: 100% EOPS students have SEP on file!
S.5. Planning: No link to two year assessment plan indicated, although meets both strategic and enrollment management plans. S.6. Resource Requests: none
Reviewapproved.
12/20/2012 Page 7