Annual Program Review Update
*Be sure to include information from all three campuses.
Program: Extended Opportunity Program & Services (EOPS) Date: Revised January 28, 2009
Name:
Sheila Hall
Cheryl Tucker
Email/Phone:
sheila-hall@redwoods.edu
x4155
cheryl-tucker@redwoods.edu x4293
1. State your program’s mission and it’s relation to the mission of the college.
Extended Opportunity Program and Services identifies students affected by language, social, and
economic disadvantages and empowers those students to achieve their educational objectives and goals.
As an important component of the College’s student services division, EOPS promotes the growth and
development of students as individuals. For more than 30 years, EOPS has assisted disadvantaged
students in reaching their educational goals, encouraged their successful participation in college life, and
fostered an appreciation for life-long learning.
2. Program Changes
Have there been any changes in your program or area since your last Program Review?
No ____ (go to next question)
Yes X Describe the changes below:
• We have continued to develop and assess the EOPS Learning Community program. Fall
2008 we offered a learning community linking English 350, GS 150, and CIS 100. For
Spring 2009, we are offering the next sequence of courses linking English 150 with CIS 1.
Preliminary data is now being analyzed, with additional data available in summer 2009.
• We have hired an account clerk to assist with the budget development and tracking of special
programs and increased counseling services to better meet the needs of our students.
• We have acquired space in the ASC for the EOPS Mentor Center as the focus of outreach and
retention efforts with targeted special populations such as former foster youth.
3. Program Trends
If applicable, describe how external or internal changes are impacting your program and describe
efforts within your area to address these impacts. Include supporting data from Institutional Research
or other sources in your discussion.
• As the College becomes more involved in the Basic Skills Initiative (BSI), there has been an
increased awareness of the needs for basic skills students. More faculty and staff are aware of the
EOPS program mission and the population of students we serve. As mentioned in the latest BSI
action plan report, EOPS plays an integral part of the continued assessment of developmental
learning communities.
• There is a lack of counseling and advising services available to students on the Eureka campus.
Without mandatory assessment, orientation and advising for the general population, students are
self-advising into classes that are inappropriate to their skill level or educational goals. Once
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EOPS eligibility is determined, new students must attend the required EOPS orientation a week
prior to the semester starts. At this time, EOPS counselors and staff are negatively impacted with
the need to change inappropriate class schedules.
4. Budget Resources
List your department’s budget for the following categories in the table below. Restricted funds have a
sponsor/grantor/donor (federal, state, local government, etc). The funds are restricted by the
sponsor/grantor/donor. Everything else (including action plans) is unrestricted.
Category
Supply and printing budget
Equipment replacement and
repair budget
Professional Development
and Travel
Work-study funding
(salary & benefits)
Additional Budget Items
ƒ Salary & Benefits
ƒ Mailing to students
ƒ Financial Aid to
students
(Includes book vouchers,
parking & bus, grants,
supplies, etc.)
Unrestricted Funds
Restricted Funds
$ 3,000
$ 3,000
$ 12,000
$ 32,000
$ 566,899
$ 5,736
$ 439,754
Total: $ 1,012,389
Other: District Contribution
(Districts shall insure that
colleges conducting EOPS
programs provide to EOPS
students who need them the
same programs & services
the college offers to all of its
credit enrolled students.
District contribution
represents the minimum
funding required by the
District, mostly in salary &
benefits, to serve EOPS
students.
$ 147,059
Is the funding for these areas adequate?
No.
If not, describe the impact of unaddressed needs on your program outcomes and ability to serve
students and the community.
Due to the increasing costs of textbooks, more funding is needed for financial assistance to meet
students’ needs.
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5. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does
not include faculty, managers, or administrative positions. If a staff position is shared with other areas,
estimate the fraction of their workload dedicated to your area.
Staff Employed in the Program
Assigned Area
Full-time staff
(classified and
management)
(give number)
Part-time staff
(give number)
Gains over
Prior Year
Losses over Prior
Year (give reason:
retirement,
reassignment,
health, etc.)
Special Programs
14*
1
EOPS/CARE/CalWORKs
* Positions are shared with CalWORKs and/or district (percentages vary by position)
Do you need more full-time or part-time classified staff? If yes, explain why.
The Special Programs Office Manager (full-time manager, not classified) has recently been reassigned
full-time to another position. Although currently in the process of phasing out, the account clerk position
is currently 50% Title III which reduces the availability to EOPS. Although we have not yet assessed the
impact of these losses, it may be necessary to hire an additional position or reassign/reclass workload.
6. Work study Resources
Work study students employed in the program
Assigned Area
How many?
“Type” of
Gains over Prior
(give number)
workstudy(federal, Year
Calworks, EOPS)
EOPS
7
EOPS
CalWORKs
3
CalWORKs
Downtown Site
Losses over Prior
Year
Do you need more work study student help? If yes, explain why.
No, not at this time.
7. Facilities and Technology
Are facilities adequate for achieving the outcomes of this department/program? ( ) Yes (X ) No
If No was checked, complete the following grid for each space that does not meet the needs of this
department/program:
List space (classroom, instructional, office) name/number:
AD 108 (main office) and LRC 103F (Mentor Center)
Check if any of the following are not adequate:
()
(X )
( X) Number ( X) Technology
Ventilation /
ADA
of seats /
(computers,
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( ) Other (briefly
describe):
room temp
access
work stations
projectors, internet)
Describe the specific action and estimated cost (if available) to make this space adequate for
your needs:
The main entrance into AD 108 is not currently ADA accessible and does not meet the needs
of the number of staff. At times, office staff must share workspace areas with each other and
with students (e.g. two counselors share one office space and confidentiality may be
compromised with such an open work space).
A document imaging system for viewing incoming transcripts is needed. Due to the physical
location of the EOPS office and the district-wide need to access transcripts, EOPS supports
this technology for the Admissions & Records department.
Although our current office space would not support additional computers and workspaces,
additional computers for student use would support our student learning outcomes.
If applicable, list the average number of discipline/program sections scheduled in this room
each semester, and the total number of students enrolled in these sections.
Sections: Orientation sessions
Students:
15-20 sessions in August
35 students max. at each session
10 sessions in January
8. Equipment
Is the available equipment adequate to achieve the outcomes of the department/program?
(X) Yes ( ) No
If No was checked in Item 8, complete the following grid for each piece of equipment being
requested for this department/program:
Equipment
Approximate
Price
Number of
students using
equipment each
semester (if
applicable)
Describe how the equipment allows
achievement of program outcomes
Equipment Repair
Is the equipment used for your department/program in need of repair, which is outside your current
budget allotment? This does not include classroom specific equipment repair described in the facilities
section. ( ) Yes ( X ) No
If Yes was checked, provide the following information to justify a budget allotment request:
Equipment
requiring repair
Repair Cost /
Annual
maintenance cost
Number of
students using
equipment each
semester (if
applicable)
Describe how the equipment allows
achievement of program outcomes
9. Faculty Resource Needs (If applicable)
If applicable, complete the Faculty Employment Grids below (please list full- and part-time faculty
numbers in separate rows):
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This chart does not fit the current faculty counselor structure within Special Programs
*See note below and chart on next page.
Faculty Load Distribution in the Program
Discipline
Name
(e.g.,
Counseling,
EOPS,
Library)
Full-time
Part-time
Total
Load for
Fall 2007
term
FTE
% of
Total
Load by
FullTime
Faculty
% of Total
Load by
Part-Time
Faculty
% Change
from fall
2006
% Change
from fall
2005
Explanations and
Additional Information
(e.g., retirement,
reassignment, etc.)
5
2.68
* Nine faculty counselors were funded through Special Programs in 2007-2008 (either direct,
partially, or district contribution to perform EOPS duties). Of the nine counseling positions,
five were full-time and four part-time positions. One of the five full-time positions is
completely funded by Special Programs, the other four are partially funded and/or district
contribution. Two of the four part-time positions are funded through Special Programs.
See chart below.
In 2008-2009, we hired a full-time counselor (Lisa Liken who was part-time in 2007-2008),
hired a part-time CARE/CalWORKs counselor (Angela Winkle), and received 10% district
contribution for the part-time athletic counselor (April Evans).
Counselor
Total Hours EOPS
CalWORKs
District
2007-2008
Fall 2007
% paid
% paid
Contribution
% for EOPS
Allen Keppner
1204
34%
11%
Carol Matthews
1204
20%
Harry Pyke
1204
10%
Marcy Foster
1204
60%
40%
David Gonsalves
1204
10%
Michael Regan
750
55%
Melissa Higgins
750
100%
Lisa Liken
750
100%
Stuart Alschuler
750
10%
a. If you are requesting a full-time faculty position develop an attachment to this report that
addresses the following criteria (as listed in AR 305.03)
• The ratio of full-time to associate faculty
• Current availability of associate faculty
• Relation to program review recommendations
• Effect on diversity of the faculty
• Effect on academic offerings and ability to serve students and the community
• Effect on the vitality and future direction of a program and/or the college
• Effect on student learning
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b. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate
faculty and/or describe barriers or limitations that prevent retaining or recruiting Associate
Faculty
10. Learning Outcomes Assessment Report
List all expected program-level outcomes, whether you have completed the assessment loop or not.
For each outcome, identify the means of assessment and the criteria for success. Summarize the data
that have been collected in the ‘Assessment Results’ column. If no data have been collected and
analyzed for a particular outcome, use the ‘Assessment Results’ column to clarify when these data
will be collected and analyzed. In the fourth column, indicate how the assessment results are being
used to improve the program.
Program Outcomes (may be
operational for some student
service and administrative areas)
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
Use of Results
Increase number and
percentage of EOPS students
completing three counseling
contacts per semester.
Compare the
number and
percentage of
contacts in 20072008 to 20082009
Available at the end of
Spring 2009
Increase the number of EOPS
participants that were former
foster youth.
Compare the
number of
participants
between 20072008 and 20082009
Increase # of
learning
community course
offerings
Available at the end of
Spring 2009
Make adjustments to
staffing as necessary and
modifications to service
delivery (e.g. group
advising, reminders to
students, and orientation
objectives).
Improve outreach and
retention efforts to this
targeted population
Increase learning community
(LC) or linked course options
to EOPS students
Increase counseling staff and
services
Increase in
counseling hours
available to EOPS
students
Linked CIS 100 to existing
model (Engl 350 & GS 150)
in Fall 2008. Expanded LC
to include Engl 150 & CIS 1
fro Spring 2009.
Hired a full-time counselor
(effective mid Fall 2008)
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Continued improvement of
LC program
Improved counseling
services to EOPS students
List all student learning outcomes for which some assessment activity (assessment, analysis, or use of
results) has taken place since the most recent program review, and complete the table below as
appropriate
Student Learning Outcomes
(course-level)
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
Use of Results
EOPS students will have the
ability to set personal, career,
and academic goals
Program
identification, exit
surveys, focus
group with LC
students
Evaluated on an ongoing
basis
EOPS students will develop a
Student Education Plan (SEP)
SEP completion
with
documentation in
each student’s
EOPS file
Increase EOPS
students who file
their FAFSA by
the March 2
priority deadline
100% of EOPS students
have an SEP on file
Modify orientation
objectives and goal-setting
information provided
throughout the semester to
EOPS students (e.g.
improve content & delivery
of available workshops)
By contributing to each
student’s successful
completion of his/her
educational goal(s)
EOPS students will
demonstrate knowledge of the
importance of applying for
financial aid by the priority
deadline
Results will be available by
April 2010
Modify financial aid
information provided to
students during orientation
and other activities
Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue about
assessing student learning outcomes:
All faculty and staff are involved in the planning and assessment processes of special programs.
11. Curriculum Update (if applicable)
Identify curricular revisions and innovations undertaken
a.
in the last year.
b.
planned for the coming year.
Complete the grid below
Course
Year Course Outline
Last Updated
Year Next
Update
Expected
Was the course
added or
deleted?
n/a
If the proposed course outlines updates from last year’s annual update (or comprehensive review)
were not completed, please explain why.
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12. Communication
Are the current lines of administrative, faculty, and staff communication adequate to meet the needs
of this department/program? Describe representative example of effective or ineffective
communication.
Yes. Within special programs, the director and/or assistant director meet on a regular basis with both
faculty counselors and office staff district-wide. Special programs faculty and staff are also active in the
College’s various planning processes. For example, there is district-wide participation in counseling
meetings, technical advisory committees, and the Coordinated Planning Council.
13. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they
were approved, describe how they have improved your department/program.
EOPS Learning Community Educational Possibilities and Personal Enrichment Field Trip
This action plan was approved and funded for $5845. The field trip will take place in early March 2009
(exact dates to be determined). Assessment results will be available in summer 2009.
14. Department Goals Report
List goals the department will attempt to accomplish in the next three years. Each year, you will be
asked to update the Goals Report to make adjustments to the goals the program enters this year.
College Strategic
Plan Goal
Division Goal
Goal 1: Enable student
attainment of educational
goals.
1.
Goal 2: Develop and
manage human, physical
and financial resources to
effectively support the
learning environment.
Goal 3: Build a culture of
assessment.
2.
Department Goals FY2008-11
Provide research based
learner-centered services
that support access and
student engagement from
matriculation to goal
attainment
We will recruit and retain
a diverse high quality staff
for establishing and
sustaining preeminent
student services.
Goal 4: Contribute to the
economic, cultural and
social well-being of the
Northcoast community.
Goal 5: Ensure student
access.
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1.
2.
3.
4.
Ensure open access
Improve student retention
Develop programs to increase student
success
Provide counseling support services to
achieve vocational training or transfer
success
15. Quality Improvement Plan (QIP)
The QIP is intended to assist the program in thinking and planning for a minimum of the next three years.
Many factors that influence the implementation of the department/program’s plans can and do change
over time. Each year, you will be asked to update the QIP to make adjustments to the plans the program
enters this year.
Because this document will be used to inform planning processes, it is very important that all the
requested information be provided. The form has been designed to elicit the information needed for this
process. Each “block” on the form is for a single recommendation; thus, the department/program should
complete all the fields for each of the recommendations.
Quality Improvement Plan
Category
Department Goal the Action is Connected
Recommendation Number and Title
Descriptions
Ensure open access
N/A
Planned Implementation Date
Ongoing
Estimated Completion Date
Ongoing
Action/Tasks
Estimated Cost(s)
1. Improve outreach efforts by focusing
on students who place into basic skills
courses
2. Increase college opportunities for
foster youth through linkages to
Academy of the Redwoods, Upward
Bound and CalSOAP.
1. All students who assess into basic
skills courses are enrolled in
appropriate courses (e.g. EOPS
developmental learning communities).
2. Foster youth students are receiving
appropriate and timely services and
resources.
Categorically funded
Who is responsible?
Special Programs
Consequence if not funded
n/a
External Accreditation Recommendations (if
applicable)
n/a
Measure of Success/Desired Outcome
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Category
Department Goal the Action is Connected
Recommendation Number and Title
Descriptions
Improve student retention
n/a
Planned Implementation Date
Ongoing
Estimated Completion Date
Ongoing
Action/Tasks
Estimated Cost(s)
1. Expand learning community offerings
for second semester students and
improve services for first-year
students.
2. Explore alternative orientation
opportunities for EOPS students such
as summer bridge, online, family
orientation, and a CR/NC orientation
course.
All new EOPS students enroll in a learning
community or first year experience program
Categorically funded
Who is responsible?
Special Programs
Consequence if not funded
n/a
External Accreditation Recommendations (if
applicable)
n/a
Measure of Success/Desired Outcome
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Category
Department Goal the Action is Connected
Recommendation Number and Title
Descriptions
Develop programs to increase student success
n/a
Planned Implementation Date
Ongoing
Estimated Completion Date
Ongoing
Action/Tasks
Estimated Cost(s)
1. Perform a needs assessment for
disadvantaged students enrolled in
distance education courses.
2. Develop an intervention program for
late EOPS applicants.
3. Provide enhanced outreach, counseling
and instructional support services to
EOPS basic skills students (Read 360,
GS 361, and Engl 350).
1. Better understand the needs of EOPS
distance education students and adapt
services to meet those needs.
2. Reduce the number of late EOPS
applicants, but allow for delivery of the
same level of services.
Categorically funded
Who is responsible?
Special Programs
Consequence if not funded
n/a
External Accreditation Recommendations (if
applicable)
n/a
Measure of Success/Desired Outcome
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Category
Department Goal the Action is Connected
Recommendation Number and Title
Descriptions
Provide counseling and support services to
achieve vocational training or transfer success
n/a
Planned Implementation Date
Ongoing
Estimated Completion Date
Ongoing
Action/Tasks
Estimated Cost(s)
1. Perform a needs assessments of
counseling services for EOPS students
at the Del Norte and Klamath-Trinity
sites.
2. Provide staff development to support
of the implementation of e-Advising
Suite.
1. Better understand the needs of EOPS
DN and KT students. Modify staff
and/or services to support those needs.
2. All special programs counselors, staff,
and students will be able to use the eAdvising Suite effectively.
Categorically funded
Who is responsible?
Special Programs
Consequence if not funded
n/a
External Accreditation Recommendations (if
applicable)
n/a
Measure of Success/Desired Outcome
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