Assessment and Transformation
Annual Update Program Review
EOPS
Review Coordinator: Sheila Hall
Review Team Members:
Marcy Foster
Melissa Higgins
Pam Kessler
Lisa Liken
Carol McCormick
Barbara Morrison
Tiffany Schmitcke
Elisa Setmire
Cheryl Tucker
2007-2008
A. Outcomes Assessment Plan Report
Expected Outcome
s (program and
student learning)
Assessment Method
(Indicate the
assessment
methodology to be
used, or was used,
such as focus group
or exit interview.)
Administrated
When?
Administrated
To Whom and
by whom?
Assessment
Status/Findings
(Indicate when
the data will be
available for
analysis or the
result of the
analysis. In the
next year,
indicate the
results of a
second
assessment cycle
PLO 1
The number of
EOPS students who
achieve their
educational goals
will increase.
Longitudinal tracking
to include: goal
completion
questionnaire during
exit interviews;
transcripts; university
application records;
job placement
records.
Completion of six
semester SEP; EDiscover portfolio;
StrengthsQuest
inventory portfolio.
Follow up
during the last
month and
month after each
term the student
remains enrolled
To students by
EOPS
counselors and
advisors.
Upon completion
of 3 year
longitudinal
tracking
Orientation
prior to term;
throughout term
as part of
GS150
curriculum and
individual
meetings with
counselors and
advisors.
Demonstrate
knowledge of all
academic and
personal support
services during exit
Beginning and
end of term.
To new EOPS
LC participants
at initial
orientation by
EOPS
counselor;
throughout term
by faculty and
EOPS
counselors and
advisors.
To students by
EOPS
counselors and
faculty.
PLO 2
EOPS LC students
will be more
empowered to be
active participants
in their learning and
in their academic
decision-making.
PLO 3
EOPS LC students
will have an
increased sense of
academic
Use of
Results
Indicate
the way the
data is, or
will be,
used to
make
changes to
student
services.
An
important
purpose of
assessment
is to
increase
dialogue
about
learning.)
Require all
new EOPS
students to
enroll in LC
Transformations
(Indicate what
transformations
were
implemented as
a result of
assessments.)
Intended
FollowUp
TBD
TBD
Upon completion
of fall 2007
semester and
prior to spring
2008 semester.
TBD
TBD
TBD
CSI administered
September 5,
2007 to EOPS
LC students. Post
CSI administered
CSI report
currently
under
review
TBD
TBD
community and
sense of belonging.
PLO 4
EOPS LC students
will demonstrate an
improvement in
academic skills as
compared to EOPS
students not part of
LC (to be referred
to as “non-LC”).
interviews; document
utilization of those
services; CSI
Inventory.
Pre/Post skills
assessment; faculty
interviews; LASSI
pre/post scores; DRP
pre and post test;
competency exams
December 5,
2007.
Throughout
term.
Analyze retention and
persistence rates for
LC students and
compare with those
of non-LC students in
same courses.
Currently being
reviewed.
Available by end
of Spring 2008.
TBD
TBD
TBD
Data will be
available for
review by
program staff by
mid Spring,
2008.
To students as
part of GS 150
course with
faculty and
counseling staff
and by
individual
appointments
with EOPS
counselors.
Persistence and
retention data
will be provided
by ITS and IR
mid Spring,
2008.
By the end of
spring 2008 data
will become
available and
have been
analyzed.
TBD
TBD
TBD
Compare the
percentage of LC
students who
successfully complete
the next level in the
English sequence to
non-LC students.
E-discover portfolio;
SEP completion; exit
interview.
Data will be
available after
the Spring 2008
semester.
Data will be
available after
the Spring 2008
semester.
June 2008 data
will become
available.
TBD
TBD
TBD
Throughout
term.
EOPS
Counselors.
TBD
TBD
TBD
E-discover portfolio;
SEP completion; exit
interview
Throughout
term.
EOPS
Counselors.
TBD
TBD
TBD
SLO 3
EOPS LC students
will recognize the
responsibilities of
students to the
college and college
to the students.
CSI; student services
support inventory and
tracking of utilization
of those services; exit
interview
EOPS
Counselors.
CSI report
currently
under
review
TBD
TBD
SLO 4
EOPS LC students
will establish and
maintain
relationships that
contribute to
improved learning.
SLO 5
EOPS LC students
will develop and
Student interviews;
focus groups;
information from
faculty and
counselors; student
conferences; triad
groups in classes.
Wellness portfolio;
student interviews;
information from
CSI week 2 and
week 15;
student support
services
inventory midterm; exit
interview end of
term
Throughout
term.
By the end of
spring 2008 data
will become
available and
have been
analyzed.
By the end of
spring 2008 data
will become
available and
have been
analyzed.
CSI administered
September 5,
2007 to EOPS
LC students.
Post CSI
administered
December 5,
2007.
Report available
beginning of
Spring 2008
semester.
Report
currently
under
review.
TBD
TBD
CSI week 2 and
week 15;
portfolio and
LC faculty and
EOPS
Counselors.
CSI administered
September 5, and
December 5,
Reports and
test results
currently
TBD
TBD
PLO 5
The retention and
persistence rate for
EOPS LC students
will be improved in
comparison to nonLC students.
PLO 6
EOPS LC students
will have a higher
completion rate of
the next level in the
English sequence.
SLO 1
EOPS LC students
will have the ability
to set personal,
career and academic
goals.
SLO 2
EOPS LC students
will develop a
Student Educational
Plan
LC faculty and
EOPS
Counselors.
implement a
strengths based plan
for holistic wellness
that includes critical
moment
management
faculty and
counselors; CSI
results;
StrengthsQuest
interviews
throughout
term;
StrengthsQuest
early to midsemester.
SLO 6
EOPS LC students
will adapt formal
learning strategies
to meet the needs of
their personal
learning style.
Pre-test/post test
LASSI and CSI;
information from
counselors and
faculty.
LASSI; CSI
week 2 and
week 15;
information
throughout term.
LC faculty and
EOPS
Counselors.
2007 to EOPS
LC students.
under
review
Follow-up and
further
assessment on
retention and
persistence in
spring 2008
CSI administered
September 5, and
December 5 2007
to EOPS LC
students.
Reports and
test results
currently
under
review
TBD
Follow-up and
further
assessment on
retention and
persistence in
spring 2008.
Operational Definitions
*
this
**
***
Learning cohort (LC) = cohort of students who are enrolled in two courses linked thematically. The LC courses used in
program are English 350 and GS 150.
Persistence = student persists from one term to the next term.
Retention = percent of students retained in courses out of total enrolled in courses.
B. Department Goals Report
TBD
College Strategic Plan
Goal
Division Goal
Enable student
attainment of
educational goals
Provide research
based learnercentered services
that support
access and
student
engagement from
matriculation to
goal attainment
Build a sustainable
college organization to
effectively support the
learning environment
Build a culture of
assessment
Contribute to the
economic, cultural and
social well-being of the
Northcoast community
Department
Goal
FY2007-08
Ensure open
access
Improve
student
retention
Develop
programs to
increase
student
success
Provide
counseling
and support
services to
achieve
vocational
training or
transfer
success
Action
Plan
Status of each
action item
Collaboration
Partners
Implement
EOPS
Learning
Cohort
*(LC)
X Completed
In Progress
English and
College
Success
faculty
Resources Needed /
Reallocated
Staff
X Staff Time
New Money
X Reallocated $
Create and
implement
Outreach
Plan for
targeted
special
populations
X Completed
In Progress
Perform
time and
effort audit
of
positions
funded by
both
categorical
and district
funds
Completed
X In Progress
Basic skills
faculty,
Community
Based
Organizations,
Public
Education
staff and
students, State
agencies
Space
Equipment
Other:
Student
services staff,
Human
Resources
C. Improvements or Rationale for Action: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year.)
The EOPS Learning Cohort (LC) was implemented successfully for Fall 2007 with the
enrollment of fifty-nine students in two English 350 and two GS 150 (College Success)
linked courses. An associate faculty Counselor was hired in August to support this case load
and two more part-time Counselors were added by the end of the fall semester to provide
services for the new cohorts planned for the spring semester and to provide continuing
support for the students that began the program during the fall. Student peer mentors were
also hired to provide learning skills support for the cohort. On September 5th the College
Student Inventory (CSI) was administered to all EOPS LC students present in GS150 class
and the follow-up post assessment was completed on December 5th . All students received
individual follow-up appointments with their EOPS counselor for CSI results and/or
intervention. The EOPS Counselor, Assistant Director, and student mentors all provided
services to the student both inside and outside of the classroom setting as determined by the
LC team. Weekly meetings with EOPS staff and the EOPS Learning Cohort faculty are
utilized to monitor the program, make changes as needed, and determine the best way to
provide support services. The LC continued for the Spring 2008 semester with the
enrollment of 28 students in one English 350 course linked with GS 150
Marcy Foster, EOPS Counselor, created and implemented the Redwoods Partnership to
Success Program (RPSP) designed to serve potential CR students from a population that is
underrepresented in the college setting. This plan depends strongly on collaboration between
CR staff and a liaison representing a community organization or public school that supports
the target student population. During the Spring 2008 semester several outreach workshops
and presentations took place in the Eureka and Fortuna area targeting underrepresented
populations in college. EOPS counselors, interns and student mentors worked closely with
members of the Hispanic community in Fortuna, the staff at East High, and the Independent
Living Skills staff in Eureka to ensure that participants would develop a sense of comfort and
connectedness to the CR campus and staff.
Data to inform future student learning improvement from these projects is currently being
analyzed and results will be available in a modified program review by June 2008.
Vice President Student Services and Learning Support Recommendation
Comments: The Director of EOPS has been collaborating with the Executive Director of
Student Development to assess the validity of mix funding (categorical/district) of student
development advisor positions. The question was asked whether EOPS funding levels matched
the service received.
Data indicates that EOPS’s return for their financial investment in two advising positions is low.
It is clear that the district should move toward disentangling EOPS funding from the two advisor
positions and reinvest that funding in counselor positions.
Keith Snow-Flamer
Vice President for Student Services and Learning Support
2/25/08
Date
Program Review Committee Comments
Comments:
______________________________________________________ _____/_____/_____
Co-Chair of the PRC
Date
Institutional Effectiveness Committee’s Recommendation
Comments:
______________________________________________________ _____/_____/_____
Chair, Institutional Effectiveness Committee
Date