Student Development Division Annual Program Review Update 2013/14 Section 1 - Program Information
1.0 Name of Program: Upward Bound
1.1 Program Review Authors: Brady Reed, Shannon Walkley, Katy Keyser, and Janet Sclar
Date: October 7, 2013
1.2 Program Director Signature:
Date: October 21, 2013
Brady Reed
1.3 Vice President Signature: Keith Snow-Flamer
Date: October 31, 2013
1.4 Program mission:
The mission of Redwoods Upward Bound is to prepare low-income and first-generation students for college and lifelong learning, and to help them
gain skills necessary to succeed in college life and beyond. Our mission also includes fostering unity and collaboration so that students value
themselves and the diversity of people and cultures different from their own, and are able to actualize their full potential.
1.4.1 State briefly how the program mission supports the college mission:
The mission supports the college mission in that UB “serves the community” and adds to the “lifelong learning needs” of the students in its service
area.
1.4.2 Provide a brief description of the program’s primary function:
The goal of Upward Bound is to increase the rate at which participants complete secondary education and enroll in and graduate from institutions
of postsecondary education.
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
3.5 FTE
3.5 FTE Steady
FTE Additional Workforce
8.25 summer
9.25 summer Steady. Slight increase in number of instructors.
Personnel (Dollars)
$275,700
$271,879 Slightly less due to salary concessions/furloughs
Discretionary (Dollars)
$55,269
$60,778
3/12/2014 Page 1 Other (Student Aid)
TOTAL
2.2 Program Indicators
Percentage of UB participants that
attend the summer program each
year.
Percentage of UB participants with a
2.5 or better cumulative GPA at the
end of the school year.
$98,200
$429,169
$77,787 Used $12,000 of USDA money to pay for dining so spent less
grant funds than in 2011-12
$410,444 Elected to roll-over $13,756 to 2013-14, so spent less than the
$424,200 awarded in grant
58%
57% Steady percentage. Figure is actually much higher if you don’t
include graduated seniors who are eligible for the summer bridge
program. The majority of students participate in at least one
summer program while in high school.
85%
93% Our goal was to have at least 70% of our participants attain a 2.5
or better cumulative GPA by the end of the school year. This is a
very strong percentage and an increase from last year.
Percentage of UB participants that
complete or update their CollegeBound Action Plans each year.
New indicator in
2012-13
99% Our goal was to have at least 85% of our participants complete or
update their CBAPs. Completing this is critical in helping students
understand what is required for high school graduation and college
admission. It is our version of a Student Educational Plan. Our
UB advisors did a great job of completing this with almost every
participant (99%).
Percentage of UB high school
graduates that complete a “rigorous”
secondary curriculum of study.
New indicator in
2012-13
61% This is a new objective and our goal was 70%. We are currently
below the percentage needed to make this objective. The objective
will start to be assessed next year, so we will need to have a
targeted action plan to try and reach the goal.
2.3 Describe how the changes in indicators have impacted student achievement and learning:
The fact that 99% completed or updated a College-Bound Action Plan helps to ensure that students know what is expected of them for high school
graduation and college admission. Although we have done educational plans in the past, there was a concentrated effort this year to make the form
more clear and understandable for students, and to complete one for every student. We are hoping that this will also translate to a better percentage
of students completing a rigorous curriculum. Since we were 9% under our goal of 70% for UB high school graduates completing a rigorous
curriculum, we will have a new action plan to address this outcome. The fact that we had a high percentage of students (93%) with a 2.5 or better
GPA indicates that our efforts to improve the academics of our students who enter the program with academic need are working. These efforts
included academic advising, tutoring, giving academic year stipends, and offering a summer program designed to improve academic skills.
3/12/2014 Page 2 2.4 Provide any other relevant information that may have contributed to changes (improvement, increase, decline, barrier) for the population
served by the program:
In the current grant cycle we have added three alternative schools to serve in Del Norte county. The curriculum is less rigorous than at the
mainstream high school, and the schools are smaller, allowing for better support. Combined with help from Upward Bound, these students are able
to greatly improve their GPAs. The downside is that it will be harder for us to meet our rigorous curriculum objective as these schools do not
readily offer the required coursework.
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.
All of the participants in Upward Bound are underrepresented students so all of our outcomes and initiatives affect this population.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
(2012/2013)
A. Participation in the UB summer program will remain steady (around 60%) with students participating in at least one summer program while in
high school.
B. 70% of UB participants will attain a 2.5 or better cumulative GPA by the end the school year.
C. 85% of UB participants will complete or revise their College-Bound Action Plans each year.
D. 70% of UB high school graduates will complete a rigorous secondary curriculum of study.
3.1 What changes have been made to the program based on assessment findings?
By creating outcomes that focused on students completing educational plans (College-Bound Action Plans) and improving GPA’s, we were able to
see an improvement in the number of participants that completed these plans (99%) and a higher percentage of students with a 2.5 or better
cumulative GPA (93%). We will continue our efforts with regard to these two objectives to sustain these good results. Also, by assessing the
rigorous curriculum objective a year earlier than it will be counted by the Department of Education, we were able to see that improvement was
needed, and we have put in place action plans for reaching our targeted goal.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support:
We will continue to assess the outcomes in this section every year as required by the US Department of Education for our grant.
3.3 Provide any additional explanations for items described in section 3.
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
3/12/2014 Page 3 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)
Redesign the College-Bound Action Plan to be
more student-friendly, understandable, and
easily revised. Then create a survey to
determine how well students understand the
information on their college-bound action
plans.
Redesigned the College-Bound Action Plan
and gave a survey to the student after they
completed the new form with their UB
advisor.
Survey indicated that 69% felt the form helped
clarify classes taken and needed for college.
Our target was 80%. Survey indicated that
77% felt the form and process was easy to
understand. We still have some room for
improvement. So this will be assessed again
this year.
Took 20 students on a college-tour in February
2013. Gave them a pre and post survey to
determine if it helped them narrow down or
decide on a college.
With a target of 70%, 65% indicated that the
college tour helped them narrow down or
decide on a college. We were very close to
our goal. 95% indicated that the UB college
tour was a good experience. Therefore, we
feel that the college tour is still worth the use
of grant funds and is useful to the students.
Part of our 2-year assessment plan to be
completed in summer 2014.
n/a – will be assessed in summer 2014.
Create a survey to be given to participants to
determine if the UB- sponsored college tour
helped them to narrow down or decide on a
college.
Survey students who participate in the summer
UB career class to determine whether the career
information helped them select or clarify their
career goals.
4.2 (If applicable) Describe how funds provided in support of the prior year plan(s) contributed to program improvement:
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.
3/12/2014 Page 4 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.
Action
#
Action to be taken:
List the specific action
to be taken in enough
detail so that someone
outside of your area can
understand.
1
2
Redesign the CollegeBound Action Plan to be
more student-friendly,
understandable, and
easily revised. Then
create a survey to
determine how well
students understand the
information on their
college-bound action
plans. (Repeated from
2012-13)
Survey students who
participate in the
summer UB career class
to determine whether the
career information
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.
Supports Goal 1 of both the
Educational Master Plan and
Strategic Plan by providing
help to underrepresented
students toward completion
of their educational goals.
Supports Ed Master Plan
Goal 3.1 by improving tools
for assessment as well as
Strategic Plan Goal 1 for
improving developmental
3/12/2014 5.1 Program Plans
Expected Impact on
Program/Student Learning
Describe the expected impact
in a way that someone outside
the program can understand.
The impact should be
measurable.
Relationship to
Assessment
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.
Resources Needed
(Y/N)
A yes here requires
a corresponding
request in the next
section.
Students will better
understand the steps
necessary to graduate high
school and reach their
educational goals, which
affects UB Objectives 3, 4,
and 5. (Target of 80% by first
year; 90% by second year)
Part of 2-year
assessment plan
Printed CBAP
forms, and the
creation of a
survey. Staff time
also.
As a result of participating in
a UB-sponsored summer
career class, participants will
have selected or clarified their
own career goals, which
Part of 2-year
assessment plan
(Spring 2013 and
Spring 2014)
(Summer 2014)
Page 5 A survey to give to
the students at the
end of the career
class, and staff
time. Possibly a
helped them select or
clarify their career goals.
3
UB Director will meet
with high school
counselors to emphasize
importance of rigorous
curriculum for UB
participants. UB
Advisors will counsel
students directly before
choosing their next
year’s classes.
pre-survey as well.
and career technical
education.
affects UB Objectives 4, 5,
and 6 (and indirectly
Objective 1) . (Target of 70%
or better).
Supports Goal 1 of both the
Educational Master Plan and
Strategic Plan by providing
help to underrepresented
students toward completion
of their educational goals.
We expect to raise awareness
of the rigorous curriculum
requirements with high school
counselors and intervene for
students if necessary. Our
goal is to raise the percentage
of those who complete a
rigorous curriculum from
61% to 70%.
Created as a response to
the result of one of our
program indicators that
fell short of our goal of
70% for graduates
completing a rigorous
curriculum.
The expected outcome is to
have students stay in good
academic standing for their
first and second semesters and
to persist from their first
semester to their second, as
well as on to their second year
of college. We also expect
Assessment to be
reported to the basic
skills committee at the
end of the faculty
mentoring project to
assess its effectiveness.
Director and staff
time to speak with
counselors and
students by April
2014. Also, staff
time during the
week before school
starts if necessary.
(Assessed Spring 2014
and Fall 2015)
Also, UB advisors will
analyze the schedules of
the rising juniors and
seniors to see if anyone
is off-track for
completing a rigorous
curriculum. If so, will
advocate for the student
the week before school
starts to change their
class schedule.
4
Will assess a faculty
mentoring program that
was implemented this
year with funds from the
basic skills committee.
Will give a satisfaction
survey to the faculty and
student participants and
Supports Goal 1 of both the
Educational Master Plan and
Strategic Plan by providing
help to underrepresented
students toward completion
of their educational goals.
3/12/2014 (Assessed Spring 2014
Page 6 Time to create a
written survey by
the director of
Upward Bound.
Also help from the
IR department to
assess persistence.
assess persistence rates
of the students.
mentor and mentees to
express that the experience
was worthwhile and helpful
to the students in a survey.
and Fall 2015)
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 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)
Request
Action
Operational Personnel Professional
Planning
Describe your request here in a way
#
To be
Development
that someone outside the program can reviewed
use #
understand.
above
To be
by
To be
reviewed by
Prioritizati To be
reviewed and reviewed
the
on
by Faculty Professional
Committee grouped by
Associate
Prioritizati Development
s of the
Deans.
on
Committee
Budget
Committe
Planning
e.
Committee
3/12/2014 Page 7 $ Amount
$ Annual
Recurring
Costs
Contac
t
Person
(Name,
email,
phone)
1
2
X
Faculty mentors for graduates of UB
currently attending CR. Stipends for
existing faculty members who
participate.
(This is a repeat request. Funding was
provided this year from the basic skills
committee.)
Materials for the faculty mentoring
program.
$4,000
$4,000
Brady
Reed
x4303
Bradyreed@r
edwoo
ds.edu
$500
$500
Brady
Reed
x4303
Bradyreed@r
edwoo
ds.edu
X
(This is a repeat request. Funding was
provided this year from the basic skills
committee.)
Section 7- Author Feedback
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
Somewhat
Neutral
Agree
Agree
Disagree
This year’s program review was valuable in
[ X]
[]
[]
[]
planning for the ongoing improvement of my
program.
Analysis of the program review data was useful in
assessing my program.
[X ]
[]
[]
[]
Strongly
Disagree
[]
[]
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: Complete S.2. Data Analysis: Complete. Program submits reports to outside accreditation and data was thorough. S.3. Critical Reflection of Assessment Activities: Complete. PRC Recommendation: to include all assessment activities on assessment site. S.4. Evaluation of Previous Plans: Complete. Evaluations are thorough. Assessed impact of actions – exemplary. 3/12/2014 Page 8 S.5. Planning: Complete. Transparent and included what is needed to accomplish plans. Exemplary. S.6. Resource Requests: Completed. Resource requests linked to section 5 planning. 3/12/2014 Page 9