College: Shasta
College District: Shasta-Tehama-Trinity Joint Community College District page ______ of ______
Student Success and Support Program Plan
(Credit Students)
2015-16
District: Shasta-Tehama-Trinity Joint Community College District
College: Shasta College
Report Due Postmarked by
TBD
Email report to:
cccsssp@cccco.edu
and
Mail report with original signatures to:
Patty Falero, Student Services and Special Programs Division
California Community Colleges Chancellor’s Office
1102 Q Street, Suite 4554
Sacramento, CA 95811-6549
College: Shasta
College District: Shasta-Tehama-Trinity Joint Community College District page ______ of ______
i. Orientation
1. Describe the target student audience, including an estimate of the annual number of first-time students to be
served. Describe the delivery methods (in groups, online, etc.) and activities that will be provided. Describe
any partnerships among colleges or with high school districts, workforce agencies, or other community
partners that assist with providing orientation. Describe at what point(s) in the student’s academic pathway
services are provided (before registration, at 15 units, etc.).
2.
Identify the staff providing orientation, including the number of positions, job titles and a brief one-sentence
statement of their role.
3.
If orientation is provided through the full or partial use of technology, identify any commercial products or
describe in-house products in use or under development, including any annual subscription or staff support
requirements.
4.
Describe the college’s plans for developing and implementing orientation services. The following eight
policies and procedures provided on the Orientation Checklist are identified in title 5 section 55521 as
required information to include in an orientation.
Orientation Checklist (Required Policy or Procedure)
(1) Academic expectations and progress and probation standards pursuant to section 55031;
(2) Maintaining registration priority pursuant to section 58108;
(3) Prerequisite or co-requisite challenge process pursuant to section 55003;
(4) Maintaining Board of Governors Fee Waiver eligibility pursuant to section 58621
(5) Description of available programs, support services, financial aid assistance, and
campus facilities, and how they can be accessed;
(6) Academic calendar and important timelines;
(7) Registration and college fees;
(8) Available education planning services.
5.
Please specify other issues, policies and procedures that the college or district determines necessary to
provide a comprehensive orientation. Add additional lines as needed.
6.
Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to
purchase, develop or maintain technology tools specifically for orientation services.
Orientation Services = $ 134,640
Direct cost to purchase, develop or maintain technology tools specifically for orientation services:
Maintain Online Orientation Content
Sue Loring, Counselor 10% time salary / benefits = $13,778
Develop “Just in Time” Orientation Modules to supplement initial orientation.
Direct cost to provide orientation services:
In-Person Orientations / HS Success Programs
Nelson Espinola 50% time salary / benefits = $45,452
6 Part-Time Counselors (5% time salary/benefits) = $14,100 (47K x 6 x.05)
Amanda Henderson, Part-Time Counselor
College: Shasta
College District: Shasta-Tehama-Trinity Joint Community College District page ______ of ______
Rob McCandless, Part-Time Counselor
Nickie McGarry, Part-Time Counselor
Lisa Riggs, Part-Time Counselor
Rebecka Renfer
Sonia Randhawa
First Year Survival / High School Success Preview Day = $7,500
HS Counselor Day = $1500
Student Mentors (10 @ 50 hours x $10/hour) = $5,000
Orientation Publications – design and production = $20,000
IT Web Support Staff (10% of 1.0) = $8,000
Enrollment Services (8% of salary / benefits) = $17,810
Dean of Enrollment Services
Administrative Secretary I
ii. Assessment and Placement
1. Describe the target student audience, including an estimate of the annual number of students to be assessed,
and a description of who will be required to be assessed. Describe the methods by which assessment and
placement services will be delivered. Describe any partnerships among colleges or with high school districts,
workforce agencies, or other community partners that assist with providing assessment and placement.
Describe at what point(s) in the student’s academic pathway assessment and placement are provided (while
still in high school, summer, during registration, etc.).
2.
Identify the staff providing assessment services, including the number of positions, job titles and a brief onesentence statement of their role. Include staff providing direct assessment related research services.
3.
Identify any assessment test(s) used for placement into English, mathematics, and ESL courses. For secondparty tests, be specific about the versions and forms used. Describe which tests and services are offered
online, in person, individually or in groups, etc.
 If using a test, describe what other measures are used and how they are used to meet the multiple
measures requirement.
 If not using a test, describe what other measures are used to assess students and describe how students
are placed into courses.
 Describe how these measures are integrated into the assessment system (as part of an algorithm included
in the test scoring process, applied by counselors, used on their own without a test, etc.)
4.
Describe the college’s or district’s policy on the acceptance of student assessment scores and placement
results from colleges within a multi-college district, if applicable, and colleges outside of the district.
5.
Describe college or district policies and practices on:
a. Pre-test practice - Describe what type of test preparation is available, how it is delivered, how students
are informed of and access materials, including sample test questions, and how students are notified of
College: Shasta
b.
c.
6.
7.
College District: Shasta-Tehama-Trinity Joint Community College District page ______ of ______
their pre-test performance.
Re-take - How often may a student re-take a test after taking it the first time? What is the waiting
period? Is the waiting period consistent with publisher guidelines or more restrictive? Are there
conditions that must be met such as completing a subject-matter workshop before being allowed to take
the test again?
Recency - How long are test scores, high school grades, etc. accepted before the student is required to
reassess?
Describe what externally administered third-party test results are accepted for placement. Does the
college accept an Early Assessment Program (EAP) result of “college ready” to exempt students from the
college placement test in English? In math?
Include in the Budget Plan all staff costs (salaries and benefits) for each position and the direct cost to
purchase, develop or maintain assessment instruments or other technology tools specifically for assessment.
Assessment Services: $ $170,356
The following staff devote part of their time providing assessment related research services. Each of the staff members
listed devotes a portion of their time to coordinate validation studies of the various assessment instruments used by
Shasta College.
Director of Research and Planning
Sr. Staff Secretary, Research and Planning
The following staff devote part of their time providing IT support services.
IT Web Support Staff (20% of 1.0) = $16,000
Assessment Staff
Kathy Miller – Assessment Coordinator = $71,213
Carol deMoll-Broome – PT Student Services Assistant = $17,703
Wern Lee – PT Student Services Assistant = $3,711
Purchase Assessment Instruments including ALEX diagnostic : $37,919
Units/Cost:
Compass Unit cost:
$ 1.26 per unit x 13650
Compass English Writing and Reading
Compass English Reading only
Compass English Writing only
ESL Listening, Reading, Grammar
Accuplacer Unit cost:
$ 1.85 per unit x 11200
Accuplacer Arithmetic
Accuplacer Elem Algebra
Accuplacer College Level
Accuplacer WritePlacer
ALEX Diagnostic Assessment Pilot
Enrollment Services (8% of salary / benefits) = $17,810
= $17,199
2.4 units
1.4 units
1.4 units
3.4 units
x
x
x
x
# of tests
5500 = 13200
100 = 140
100 = 140
50 = 170
= $20,720
1 unit
1 unit
1 unit
2 units
x
x
x
x
2250
2250
300
3200
= 2250
= 2250
= 300
= 6400
College: Shasta
College District: Shasta-Tehama-Trinity Joint Community College District page ______ of ______
Dean of Enrollment Services
Administrative Secretary I
2 laptops to complete multiple measure assessments (50%) = $1,000
Math Success Academy – assess / re-assess multiple measure = $5,000((Researcher))
iii. Counseling, Advising, and Other Education Planning Services
1. Describe the target student audience, including an estimate of the annual number of students to be provided
(a) counseling, (b) advising, (c) and other education planning services. Describe what these services are, the
service delivery methods (in person, in workshops, FTES funded classes, online, etc.) and models used.
Describe any partnerships among colleges or with high school districts, workforce agencies, or other
community partners that assist with providing these services. Describe at what point(s) in the student’s
academic pathway counseling, advising, and other education planning services are provided (before
registration, at 15 units, etc.)
2.
Describe what services are offered online, in person, individually or in groups, etc. Indicate whether drop-in
counseling is available or appointments are required. Describe the adequacy of student access to counseling
and advising services, including the method and time needed for students to schedule a counseling
appointment and the average wait time for drop-in counseling. Describe any use of academic or
paraprofessional advising.
3.
Describe the type of assistance provided to help students develop an abbreviated student education plan and
the scope and content of the plan.
4.
Describe the type of assistance provided to help students develop a comprehensive student education plan
that identifies the student’s education goal, course of study, and the courses, services, and programs to be
used to achieve them.
5.
Identify the staff providing counseling, advising and other education planning services, including the number
of positions, job titles and a one-sentence statement of their roles. Indicate the number of full-time
counselors and their negotiated student contact hours. Indicate the number of part-time counselors and the
number of full-time equivalent counselors (total full time and part time counseling hours divided by 2080).
6.
Identify any technology tools used for education planning. For third-party tools, be specific about the
product and how it is used. Identify any technology tools used for support of counseling, advising and other
education planning services, such as scheduling or degree audit. For third-party tools, be specific about the
product and how it is used.
7.
Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to
purchase, develop or maintain technology tools specifically for counseling, advising and other education
planning services.
Counseling, Advising, and Other Education Planning Services: $ $839251
College: Shasta
College District: Shasta-Tehama-Trinity Joint Community College District page ______ of ______
2 laptops to complete multiple measure assessments (50%) = $1,000
Student Education Planning Software
Annual Maintenance
= $18,750
IT Support
IT Web Support Staff (70% of 1.0) = $56,000
Part-Time Counselors = $285,139 + 94,000
Amanda Henderson (95% time salary / benefits)
Rob McCandless (95% time salary / benefits)
Nickie McGarry (95% time salary / benefits)
Rebecka Renfer (95% time salary / benefits)
Sonia Randhawa (95% time salary / benefits)
Donna Pratt (100% time salary / benefits)
Lisa Riggs (55% time salary / benefits)
Idalia Huckman (160 hours salary/benefits)
Michael O’Leary (200 hours salary/benefits)
Roneita LePage (240 hours salary/benefits)
FT Counselor (salary/benefits) = $92,493
Michelle Knudsen (50% time salary / benefits)
Nelson Espinola (50% time salary / benefits)
Transcript Evaluator (salary/benefits) = $69,622
Publications / Success Events / Professional Development - Training = $10,000
Including HS Counselor Day; ADT promotion;
Enrollment Services (32% of salary / benefits) = $71,247
Dean of Enrollment Services
Administrative Secretary I
Add 3 PT Counselors to support: (47K x 3 = 141,000)
 college honors program;
 dual enrollment matriculation;HIM baccalaureate degree program.
 Foundational Skills – Proactive Counseling
 Counseling to Careers initiative. Connect students to resources to assist with the selection of relevant programs
of study.
 Develop a .5 unit Student Development course that would provide college success strategies, assistance with
the selection of a relevant program of study, and the creation of a comprehensive education plan. (Enrollment
Management Plan)
 These positions would work with at-risk students – including probation and resident life – and direct them to
appropriate resources to support their success
iv. Follow-Up for At-Risk Students
1. Describe the target student audience according to title 5 section 55525, including an estimate of the annual
number of students to be provided at- risk follow-up services, and the college’s process to identify them.
Describe the strategies for addressing the needs of these students, including:
a. Types of services are available to these students; how they are notified and when.
b. Strategies for providing counseling, advising, or other education planning services to assist them in
selecting an education goal and course of study.
College: Shasta
College District: Shasta-Tehama-Trinity Joint Community College District page ______ of ______
c. How the services identified in “a” and “b” above are provided (online, in groups, etc.).
d. How teaching faculty are involved or encouraged to monitor student progress and develop or participate
in early alert systems.
2. Identify the staff providing follow-up services (including the numbers of positions, job titles and a onesentence statement of their roles).
3.
Identify any technology tools used for follow-up services. For third-party tools, be specific about the product
and how it is used.
Currently, Shasta College is querying the Ellucian/Colleague database to identify at-risk students. Faculty access
Colleague WebAdvisor / “MyShasta” to identify at-risk students through the early alert process. The college is
considering the implementation of SARS-ALRT to support early alert.
4.
Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to
purchase, develop or maintain technology tools specifically for follow-up services.
Follow-Up Services = $ $197,497
FT Counselor
Michelle Knudsen (50% time salary/benefits) = $47,041
Part-Time Counselor
Lisa Riggs (20% time salary / benefits)
= $9,400
SSSP Researcher. This position will support campus research efforts to identify at-risk students and to evaluate impact of
SSSP initiatives and services. = $80,000
Enrollment Services (16% of salary / benefits) = $35,623
Dean of Enrollment Services
Administrative Secretary I
Early Alert Software / Maintenance = $10,433
Student Success Facilitator (1.0). Working with the coordinator, this position will support the coordination of student
success initiatives; identify students in need of follow-up services and direct them to appropriate services.
Student Success Facilitator (1.0). Working with the coordinator, this position will support the coordination of student
success initiatives including efforts such as the First Year Survival program and maintain data to support follow-up
services.
Faculty Support Facilitator (1.0). This position will coordinate faculty and staff mentoring efforts and coordinate peer-mentoring initiatives.
Student Success Peer Mentors (5). (Student Equity Plan Activity A.1.d; Enrollment Management Plan)
10 x 150 hours x $10 / hr. = $15,000
IIb.
Related Direct Program Services (District Match Funds only)
i. Instructional Research
College: Shasta
1.
College District: Shasta-Tehama-Trinity Joint Community College District page ______ of ______
Describe the types of Institutional Research that will be provided that directly relate to the provision or
evaluation of SSSP Services.
The Office of Research and Planning will provide the following services in support of this plan:
 Evaluate the services funded through the Student Success and Support Program. The results of this research will
serve as the basis to continuously improve services to students.
 Evaluate all assessment instruments to ensure that they minimize or eliminate cultural or linguistic bias and are
being used in a valid manner. Determine whether any assessment instrument, method or procedure has a
disproportionate impact on particular groups of students described in terms of ethnicity, gender, age or
disability.
 Determine ethnicity, sex and age of credit students. Determine proportion of students of ethnic, gender, age
and disability groups placed in pre-collegiate, associate degree-applicable, or transfer courses in reading,
writing, computation, or ESL. Determine proportion of students of ethnic, gender, age and disability groups who
enter and complete pre-collegiate basic skills courses and who subsequently enter and complete associate
degree-applicable courses.
 Identify the number of students exempted by category and grounds for exemption.
 Evaluate student satisfaction with SSSP services.
Please refer to the Budget Worksheet for a description of the match calculation.
ii. Technology
1. Describe the types of services provided through the use of technology that directly relate to the delivery of
services, such as online orientation, advising and student educational planning.
IIc.
1.
Transitional Services Allowed for District Match
Recognizing the challenges some districts face in restoring services after the 2009-10 budget cuts, districts
may also count expenditures for costs that were allowable as of 2008-09, even though they are no longer
allowable under SB 1456 and current SSSP regulations. These include Admissions and Records, Transfer and
Articulation Services, Career Services and other Institutional Research. Describe what types of services are
provided during this transition period that are being used for district match.
TRANSITIONAL SERVICES
i. Instructional Research
2. Describe the types of Institutional Research that will be provided that directly relate to the provision or
evaluation of SSSP Services.
The Office of Research and Planning will provide the following services in support of this plan:
 Evaluate the services funded through the Student Success and Support Program. The results of this research will
serve as the basis to continuously improve services to students.
 Evaluate all assessment instruments to ensure that they minimize or eliminate cultural or linguistic bias and are
being used in a valid manner. Determine whether any assessment instrument, method or procedure has a
disproportionate impact on particular groups of students described in terms of ethnicity, gender, age or
disability.
 Determine ethnicity, sex and age of credit students. Determine proportion of students of ethnic, gender, age
and disability groups placed in pre-collegiate, associate degree-applicable, or transfer courses in reading,
College: Shasta


College District: Shasta-Tehama-Trinity Joint Community College District page ______ of ______
writing, computation, or ESL. Determine proportion of students of ethnic, gender, age and disability groups who
enter and complete pre-collegiate basic skills courses and who subsequently enter and complete associate
degree-applicable courses.
Identify the number of students exempted by category and grounds for exemption.
Evaluate student satisfaction with SSSP services.
Please refer to the Budget Worksheet for a description of the match calculation.
ii. Technology
2. Describe the types of services provided through the use of technology that directly relate to the delivery of
services, such as online orientation, advising and student educational planning.
As permitted, the following funds are “carried forward” from the 2014-2015 budget to be expended by December 31,
2015:

Document Imaging solution for transcript evaluation = $25,000
The following SSSP services will be supported through the use of technology:
Online Orientation: During 2013-14, Counselors updated the online orientation. New students are now offered the
choice to complete their orientation either in-person or online. IT will support orientation platform development and
maintenance and the student authentication process.
Assessment Services: IT will continue to support third party assessment instruments.
Degree Audit / Student Education Planning: IT will work to install, implement and support Degree Audit and Colleague
Student Education Planning software. The Education Planning software has been purchased. We intend to complete
initial implementation during Fall 2014.
Follow-Up Services: Shasta College is considering the implementation of SARS-ALRT and will include this request in the
next planning cycle.
Automated MIS Data Collection: IT will develop a dashboard for students and counselors to view progress through each
matriculation step.
Reporting: IT will develop a number of reports including those that will identify students in various cohorts and those
who have not completed required matriculation steps.
Communication: IT will support the development of a student portal and enhanced web page features that promote
SSSP services.
Technology Budget
Computer Applications Specialist (50%) = $36, 232
2014-2015: 1,034,297
2015-2016: 1,341,744
= + $307,447