Assessment and Transformation
Program Review Annual Update Report
Upward Bound
Brady Wells
2007-2008
A. Outcomes Assessment Plan Report – Upward Bound
Expected
Outcome
(program and
student learning)
Assessment
Method
(Indicate
the
assessment
methodolog
y to be used,
or was used,
such as
focus group
or exit
interview.)
Administrated
When?
Administrated
To Whom and
by whom?
Sixty-five percent
of UB participants
in 12th grade will
enroll in a
program of postsecondary
education and
80% of 9th-11th
grade participants
will continue in
the UB project
--Exit
Interview for
12th graders
June
To current (9th11th) and
recently
graduated (12th)
grade
participants
Students will plan
and make progress
on their personal
and educational
goals
--Individual
Development
Plans
(IDP’s)
-- Advisor
Contact Logs
--Tutor
Contact Logs
Sixty percent
(60%) of UB
students who have
participated a year
or more will
achieve at
“proficient” level
on state
assessments in
language arts and
math
--STAR Test
Results or
Students will
provide input for
programmatic
decision-making
-A survey
designed to
assess
student
interest in
academic
and cultural
enrichment
activities
--Advisor
Contact Logs
for 9th-11th
graders
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
July
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.)
Transformations
(Indicate what
transformations
were implemented
as a result of
assessments.)
Intended
Follow-Up
Reported in the
grant’s annual
performance
report (APR)
required by the
Department of
Education to
assess the
effectiveness of
our UB project
Revise services to
certain target areas if
results indicate a
need for
improvement
Annual reexamination
of services
using results
Training for
academic
advisors
and/or
development
of a resource
library for
academic
advisors
Research
“best
practices” of
how other
UB
programs
provide
academic
support
By UB
academic
advisors
IDP’s created
when students
enter and
continually
monitored;
contact logs
generated
during
academic year
April-May
To all
participants by
UB academic
advisors and
hired tutors
On a quarterly
basis
Analysis of
student folders by
Assistant Director
to determine
consistency of
services provided
to students
Determine
deficiencies early
enough to provide
support to advisors
or individual
students for targeted
improvement
To all
participants by
high school
personnel
End of September
Used in the grant’s
annual
performance
report (APR) and
in assessing the
effectiveness of
our tutoring and
other academic
support services
Increase or modify
the way that tutoring
and other academic
support services are
offered if results
indicate a need for
improvement
November
To all
participants by
UB academic
advisors
January
Survey will
provide an avenue
for UB
participants to
communicate their
interests and
needs, and in turn,
will provide
information for
program planning
Will help determine
what types of
academic and
cultural enrichment
activities to
implement during
the current and
proceeding academic
years
--California
High School
Exit Exam
(CAHSEE)
Scores
Follow each
event/activit
y with a brief
“satisfaction
survey” to
determine
actual level
of student
engagement
B. Department Goals Report – Upward Bound
Division Strategic
Direction
Division Goal
Department
Goal FY2007-08
Action Plan
Provide research based
learner-centered
services that support
access and student
engagement from
matriculation to goal
attainment
Prepare high
school students for
successful
application and
entry to college.
---Invite and assist
students to attend
“College Night” at
Eureka High on
Sept. 26
Completed
In Progress
---Facilitate CSU
and UC
application
workshops
Completed
In Progress
---Provide SAT
preparation to all
juniors and current
SAT information
for all seniors
---Survey students
to assess interest
in cultural &
academic
enrichment
activities
---Accomplish at
least four cultural
and/or academic
enrichment
activities for the
academic school
year
---Create and
implement a group
activity
specifically for
seniors
Provide research based
learner-centered
services that support
access and student
engagement from
matriculation to goal
attainment
Increase the
number of low
income and first
generation students
earning a college
degree (with
priority to recruit
and retain a
proportional
representation of
males and 30%
who are “at high
academic risk”)
---Write a letter or
directly address
the staff at each
target school for
assistance in
recruitment efforts
---Make a
presentation at
each target school
in a class or
extracurricular
activity that
typically attracts
male students
---Investigate and
implement a new
way to advertise
and attract new
participants that
has not been tried
before
--Assess
recruitment efforts
mid-year and
adjust plan as
needed
Status of each
action item
Completed
In Progress
Collaboration
Partners
Resources Needed
/ Reallocated
School Principal,
counseling staff, and
transportation
personnel
X Staff
(Temp
support from
college students)
X Staff Time
CSU or UC
Representative, Target
School Personnel,
HSU Upward Bound
or Talent Search
New Money
Reallocated $
Space
Equipment
UB Advisors, SAT
Trainers
Other: Staff help
from target schools
Completed
In Progress
X Staff
Completed
In Progress
X Staff Time
(Temp
support from
college students)
Completed
In Progress
Completed
In Progress
Staff
X Staff Time
New Money
X Reallocated $
Completed
In Progress
Space
Equipment
Other: Staff help
from target schools
Completed
In Progress
Completed
In Progress
---Incorporate the
research-based
“40
Developmental
Assets for
Adolescents” into
the 2008 summer
UB classes and
mentor core
groups
Completed
In Progress
C. Improvements or Rationale for Action: (Provide a brief summary of the major
accomplishments and achievements of your department during the past year. Comment
on the whether your facilities, budget, equipment, and staffing are adequate based on
the services provided and the number of students served. Discuss what your operations,
staffing and facilities needs may be in the next three years.)
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All of our senior high school participants received assistance in applying to the
college(s) of their choice as well as assistance in completing the Free Application for
Federal Student Aid.
A survey was developed with help from the IR department and given to the majority
of our current participants. The results will be analyzed mid-April for determining
appropriate academic and cultural activities for the current and upcoming years.
A new Summer Bridge Program was developed to address the needs of our graduated
seniors going into their first year of college. The program will be launched this
summer for the first time in CR Upward Bound history.
After a lengthy search, a new permanent academic advisor was selected and hired to
work at our target high school in Del Norte in February. We will need to fill an
Assistant Director or Lead Advisor position, which was vacated in a move to the
director position.
We will have a need for new facilities soon as our current building is a forty-year old
portable that has outlived its life and is prone to rodent and roof leak problems. We
also have storage needs for our summer program equipment and materials.
Our current budget and equipment are adequate at this time for serving our participants.
Vice President Student Services and Learning Support Recommendation
Comments: It is the College’s intention to reorganize the upward bound and CalSOAP
functions into one entity under a single director March, 2008.
Keith Snow-Flamer
Vice President for Student Services and Learning Support
3/5/08
Date
Institutional Effectiveness Committee’s Recommendation
Comments:
______________________________________________________ _____/_____/_____
Chair, Institutional Effectiveness Committee
Date