Evergreen Valley College
Student Affairs Program Review
Academic Year 2011-2012
Extended Opportunity Programs and Services (EOPS)
Name of Program
Extended Opportunity Programs and Services (EOPS)
Last Review
2008-2009
Current Year
2011-2012
Preparer’s Name
Tammeil Y. Gilkerson
List Staff & Titles
Name
Rebecca Gaetos
Tammeil Gilkerson
Charlie Khan-Lomax
Hue Le
Lan Mai
Rosa Pereida
Ann Vu
Title
Staff Assistant II
Director-Dean of Counseling & Matriculation
Counselor/Coordinator
Counselor
Eligibility Specialist
Outreach Specialist
CARE Coordinator
Dean/Vice President
Tammeil Gilkerson, Dean of Counseling & Matriculation
Irma Archuleta, Vice President of Student Affairs
Program Summary
Evergreen Valley College offers Extended Opportunity Program and Services (EOPS) to assist
students with meeting the social, financial, and academic requirements of completing a college
education. A California-funded student support program, EOPS was established in 1969 by the
passage of Senate Bill 164 (Alquist), to provide services to students affected by language, social
and economic hardships to achieve their educational objectives and goals; including but not
limited to, obtaining job skills, vocational certificates, associate degrees, and/or transferring to
four-year institutions. The Cooperative Agencies Resources for Education (CARE) program was
also established by the Legislature in 1982 with the passage of Assembly Bill 3103 (Hughes). The
CARE program was created to expand services for EOPS students who are welfare-dependent
single heads of household enrolled full-time in community college. According to the mandate of
the State, students participating in EOPS must receive support services that are “above and
beyond” regular student support services available at Evergreen Valley College.
The EOPS and CARE programs provide a comprehensive and coordinated foundation of support
services to high-risk students with multiple barriers to educational success. These students are
low-income, academically under-prepared or at-risk, and often from historically
underrepresented racial or ethnic groups.
An EOPS student has access to the following services:
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Academic counseling
Assistance in completing federal,
state, and college financial aid
applications
Career Counseling
Complimentary graduation cap and
gown
Counseling workshops
Emergency loans
Employment referrals
Fee waivers for UC and CSU admission
application
Fieldtrips related to academic
motivation and career exploration
Grants based on state funding and
student eligibility
Invitations to engage in campus
activities and special activities
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Monitoring of academic progress
Newsletter regarding EOPS updates
and deadlines
Personal counseling
Priority Registration
Referrals to on- and off-campus
resources for academic and career
support
Scholarships
Scholarship recommendation letters
Study skills instruction and mentoring
Textbook vouchers
Transfer assistance to four-year
schools
Tutorial services
University transfer letters of
recommendation
The CARE Program, in conjunction with the Santa Clara County Department of Social Services
and other community agencies, seeks to break down some of the barriers that single parents
face when pursuing higher education. The program provides single parent students with
additional support services including grant funds, school supplies, transportation assistance, and
meal tickets. These services are in addition to the services provided to all EOPS students.
The heart of the EOPS program is the design of academic support services that are specifically
designed for each student’s needs. Based on the personalized program services and regular
follow-up, faculty and staff work directly with individuals to monitor and develop intervention
strategies and referrals to assistance. The helping hand and personal encouragement are the
cornerstone that lead to student achievement and success.
PART A: Overview of Program
1. Identify your program/department’s Commitments to Action (CTA’s) for this year.
The program currently has no Commitments to Action (CTAs) identified for this academic
year. The last CTA’s were developed in 2007-2008 when the College was routinely
identifying and assessing them as part of overall strategic initiatives. Listed below are the
Program’s 2007-2008 CTA’s:
Student Centered
1. Improve feedback on application status and EOP&S/CARE information
2. Invite academic programs to sponsors “Presenting this Major” workshops
3. Implement intervention strategies for at-risk students
Community Engagement
1. Increase EOP&S visibility at local high schools and community service agencies
2. Increase EOP&S involvement with EVC Outreach plan
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3. Increase community service agencies’ awareness of EVC programs for EOP&S/CARE
students
4. Increase EOP&S visibility at local high schools and community service agencies
5. Increase EOP&S involvement with EVC Outreach plan
6. Increase community service agencies’ awareness of EVC programs for EOP&S/CARE
students
Organizational Transformation
1. Conduct EOP&S/CARE staff retreat/program inventory
2. Establish bi-monthly staff meetings
3. Provide staff development opportunities throughout the year
4. Provide budget updates and program information at staff meetings
2. Please explain how your program’s CTA’s are aligned with the goals of the College. How
does your program help the College fulfill its Mission, Strategic initiatives, and
Commitments to Action (CTA’s)?
Evergreen Valley College’s EOPS/CARE Program is in direct alignment with the College’s
mission and strategic initiatives. The Program directly serves students to ensure they are
successful in their academic and personal pursuits. The direct services and case managed
support ensures students have access to resources that are “over and beyond” what the
College offers. This has direct correlation to the high numbers of students that graduate
and transfer from the Program. Through the EOPS Advisory Board and various community
partnerships, EOPS brings visibility and support to the campus through donations and
volunteers. The faculty and staff are well respected members of Region Consortiums and
are continuously advocating for the needs of our students at the state-level.
3. Please state at least three recent accomplishments for your program which show how it
contributes to the College’s success.
In December 2011, the EOPS/CARE Program hosted a “Breakfast with Santa” holiday event
for students and their families. Utilizing funds earned through MAA Outreach and generous
donations from the District community, we were able to serve hot breakfast, provide
children with holiday gifts, and entertain and enjoy the holiday season. The event garners a
great deal of community support with donations of raffle items and gift cards from local
business and individuals. Through a partnership with Toys for Tots, we continue to help
ensure the most vulnerable children have a chance to enjoy the holidays. This event directly
supports the College’s mission and strategic initiatives by increasing visibility, continuing
partnerships and building campus community. After a budget related suspension of this
time honored tradition in 2010, staff and feedback from the campus community showed
this event was important to not only the students and their families, but others as well. This
is evident by the large number of donations in money and volunteer time.
During the 2010-2011 academic year, the CARE Program participation increased by serving
95 students. This is the highest participation in program history and the notable
accomplishment was highlighted by the State Chancellors Office for outstanding work with
students. The additional services provided by the CARE program and staff directly align with
the College’s mission and strategic initiatives to help students succeed academically. The
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“over and beyond” support provides students with access to meals, transportation, and
child care subsidies that help ensure they can be successful in their academic pursuits.
In May of 2011, 19 EOPS student received scholarships offered through Evergreen Valley
College. Of these 19 students, three were CARE students who received the prestigious
Grove Foundation Scholarship, helping support their pursuit of degrees or certificates in
various career and technical education areas. For many of these students the scholarships
will support their academic endeavors at their transfer institution and others will be
supported during their time at EVC. This directly connects with the mission and strategic
initiatives of the college, ensuring students succeed academically and have access to
support to fund their educational pursuits.
4. State the goals and focus of this department/program and explain how the program
contributes to the mission, comprehensive academic offerings, and priorities of the
College and District.
The EOPS/CARE Program provides services that are “above and beyond” other programs on
campus to enhance the retention of students, and assist them in breaking down economic,
academic, language, and social barriers. The program environment encourages and
facilitates successful completion of education objectives and goals, including but not limited
to, obtaining job skills, occupational certificates or associates degrees, and transferring to
four-year institutions. The core mission and goals of the program directly align with the
overall mission of the College and District, empowering the most disadvantaged students to
achieve their academic goals and be strong contributors to society. Our former students are
current business owners and professionals throughout Santa Clara County and beyond.
5. If applicable, identify department/program productivity (WSCH/FTEF).
This is not directly applicable to the program, however the EOPS/CARE program services
directly correlates to student matriculation, enrollment in appropriate coursework and
completion of degrees/transfer. By May 10, 2011 83% of the total students served in 20102011 were registered for fall 2011 courses. In addition 56% were enrolled in summer 2011
courses. With 105 students slated to graduate, the percentage is closer to 100% of program
participants being enrolled in subsequent terms.
6. Please highlight what areas need to be addressed more effectively.
It is difficult to ascertain what areas need to be addressed more effectively since the
Program has not been required to develop or measure outcomes of CTA’s since 2007-2008.
However, with the mission and goals of the Program aligning so directly with the College’s
mission, the program directly serves the campus community in meeting their goals and
strategic initiatives in many areas.
PART B: Management Information Systems (MIS)
1. Indicate the MIS data you are mandated to collect and how often you are required to
report it.
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The EOPS/CARE Program is required to submit MIS Data to the State Chancellor’s Office at
the end of the Summer (August), Fall (Jan/Feb) and Spring/Winter (Jun/Jul) terms. The
submission is taken care of by staff in the District Office after review by the Program
Director in collaboration with the EOPS Eligibility Specialist and the CARE Program
Coordinator. The required data elements are as follows:
 EOPS Eligibility Factor
 EOPS Term of Acceptance
 EOPS End of Term Status
 EOPS Units Registered
 EOPS CARE Status
 CARE Term Acceptance
 CARE Marital Status
 CARE Number of Dependents
 CARE TANF Duration
 EOPS CARE Withdrawal
2. How is the program director involved in the review of MIS data before it is submitted to
the State Chancellor’s Office?
The Program Director works directly with the EOPS Eligibility Specialist and the CARE
Program Coordinator to review the MIS data each year. Program staff work with the ITSS
Department Manager and other staff at the District Office to run reports to verify the data.
If there are any discrepancies in the reports, the Program Director and staff use the standalone database to verify the information. This review and reconciliation is done before any
submission to the State Chancellor’s Office.
3. Is the data appears to be accurate and does it match the numbers in your internal
database?
Yes, MIS data is generally accurate and matches the program’s internal databases. Any
problems are rectified prior to the submission to the State Chancellor’s Office.
4. If the data does not appear to be accurate, identify the problem (e.g. too many or too few
participants listed; demographics seem incorrect, etc.). Document the process used to
identify and correct the problem.
The District Office sends MIS reports to the program a couple of times each term to check
required data before the submission deadlines listed above. If there are any discrepancies
with student information, program staff crosschecks with the program’s internal database
and makes corrections in Datatel. Once corrections are made, the District Office reruns the
report and program staff checks to ensure any discrepancies were corrected.
PART C: Demographics
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Access
1. Provide the following demographic data: ethnicity, age and gender.
ETHNICITY
Ethnicity
2007-2008
2008-2009
2009-2010
2010-2011
59
68
38
55
Asian
619
626
435
394
Caucasian
27
15
14
12
Filipino
21
18
10
8
Hispanic
194
193
121
173
Other
47
46
26
33
Pacific Islander
Student Total
9
976
5
971
3
647
5
680
Student Cap
831
818
494
494
African American
700
600
500
400
300
200
100
0
2007-2008
2008-2009
2009-2010
2010-2011
AGE
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Age
2007-2008
2008-2009
2009-2010
2010-2011
1 - < 18
27
19
4
4
18 & 19
278
264
130
119
20 to 24
330
329
212
234
25 to 29
85
102
84
83
30 to 34
67
59
47
51
35 to 39
44
43
40
39
40 to 49
77
72
56
51
50+
68
83
74
99
Total
976
971
647
680
350
300
250
200
150
100
50
0
2007-2008
2008-2009
1 - < 18
18 & 19
20 to 24
25 to 29
30 to 34
35 to 39
40 to 49
50+
2009-2010
GENDER
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2007-2008
2008-2009
2009-2010
2010-2011
Female
631
616
424
468
Male
355
355
223
212
Total
986
971
647
680
700
600
500
400
300
200
100
0
2007-2008
2008-2009
2009-2010
2010-2011
Female Male
2. Does the Program’s population reflect the college demographic data?
Due to understaffing in the Research and Institutional Effectiveness Office at the District level,
current demographic student data is not available. For purposes of analysis, we will utilize
2008-2009 data for comparison. This is data available from the last published Evergreen Valley
College Student Trends Report 2008-2009. (0809STR)
Ethnicity
As seen above, currently the EOPS Program does not collect disaggregated data regarding
student ethnicities. Therefore, we are comparing our numbers against the aggregated spring
2009 benchmarked ethnicities. As seen in the data above between 2007-2010, Asian students
have comprised anywhere from 63-67% of students served in the EOPS Program while Latino
students have stayed steady at 19-20% and African Americans at 6-7%. In contrast, the overall
percentages for EVC were 41% Asian, 33% Latino and 4% African American. These number
showed that the EOPS program serves approximately 23% more Asian and 3% more African
American students than compared proportionally. For Latinos, the program served 13% less
students than the overall EVC population.
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Based on previous program reviews, staff worked collectively to develop outreach and
recruitment strategies, as well as application review to help ensure program participant
numbers more closely reflect the demographics of the larger campus community. In 2010-2011,
the data shows a shift in the demographic trends of program participants with Asians comprising
58%, Latinos at 25% and African Americans at 8%. This is a significant shift in numbers with 9%
less Asian students, 6% more Latino students, and 2% African American students than in the
previous academic year.
Age
Based on the spring 2009 overall EVC proportion of students by age, the EOPS Program is
comparable in certain age categories and different in others. In 2010-2011 the largest age
group served was students between the ages of 20 to 24 (34%) in comparison to the college
with only 28% of the student falling into this age range. The second largest group was students
18 and 19 years old at 18% very close to the 21% of all EVC students. The third largest category
is comprised of students 50+. While the campus boasts 4% of these students, EOPS serves 15%
of students in this age range. By comparison, students between the ages of 30 to 39 made up
26% of the EVC student population with only 12% of EOPS students falling between these ages.
Gender
As reflected traditionally, the majority of EOPS students continue to be female with a general
60-30 split. In 2010-2011 the program was comprised of 69% female and 31% male participants.
The overall EVC gender distribution has traditionally been a difference of 4 to 7% more female
students than males. By comparison, the EOPS program served 16% more female and 15% less
male students than the overall campus demographics. Interestingly, the campus gender
distribution has also stayed at similar portions from year to year.
3. Describe any areas of concern with access.
Based on the eligibility requirements for the EOPS/CARE Program, it is evident that a majority of
the student population at EVC would be eligible to receive services. However due to budget
shortfalls at the state level and in the District, it has been difficult to maintain services to the
numbers of students the program has traditionally served in previous years. With funding and
the student cap being reduced by 60% for 2009-2010, the program still continues to serve 150190 students over cap to provide as many students with vital support services.
While the comparative ethnicities still show a difference between the percentage of Asian and
Latino students being served, there is marked programmatic changes happening to begin having
more parity. As illustrated previously, the program has high retention rates and therefore
making changes requires students to graduate/transfer or become ineligible for the program
allowing us to recruit and diversify our student pool. This will continue to be a program priority.
The gender distribution of students in the Program, while different from the overall College
demographics, is an area where staff may want to do further research and analysis. With CARE
students required to be eligible for EOPS services first, the greater number of female students
might be slightly attributed to these specific services. However, based on recent data published
by the State, far too many women have been impacted by the recent recession and many are
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being impacted in their ability to go to school. With limited resource and new policies for
students on CalWORKs, the Program continues to serve a vulnerable population.
4. Describe any plan for improving access.
Based on initial analysis, the Program will continue the current recruitment and application
review strategies implemented in the last couple of years. Working with campus programs and
services, the Program will begin to look at increasing targeted recruitment to men. We will also
begin collecting data on the large number of ESL students we serve and try to disaggregate our
data on ethnicities. Currently, 46.65% of EOPS students are enrolled in ESL courses. This
information might better help us provide specific services to students and more closely align
with disaggregated demographic data from the College.
5. What programs and services do you feel specifically contribute to student access?
Without a dedicated Re-entry Program on campus, the EOPS program thoughtfully serves a
larger number of our oldest students. Based on the eligibility criteria we can tell that the large
percentage of students 50+ are not just here for personal enrichment, but degree attainment.
The Program has some dedicated services, such as computer literacy training, to help them
effectively navigate the college system.
Success
1. How well do the program students perform compared to the total college population?
Due to understaffing in the Research and Institutional Effectiveness Office at the District level,
data regarding overall student performance is not readily available for comparison and analysis.
However the program has consistently had a great deal of success helping students graduate
and transfer. While the Program tracks graduation rates of students, more recently we have
begun collecting transfer data.
Academic Year
Graduate
Percent of
Students Served
Transfer
Percent of
Students Served
2008-2009
103
11%
Unknown
2009-2010
81
13%
31
.05%
2010-2011
105
15%
47
.07%
In addition, the EOPS/CARE Program has worked consistently with students to ensure they are
making academic progress each term. Three counseling appointments, including a midterm
progress report review and access to one-on-one tutoring, directly contributes to the
outstanding progress of our students. In 2010-2011, 58% of EOPS/CARE student were
performing at 3.0 GPA or better.
Fall 2010
EOPS
16% of students achieved a 4.00 GPA
42% of students achieved a 3.00-3.99 GPA
27% of students achieved a 2.00-2.99 GPA
11% of students achieved a 0.00-1.99 GPA
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Spring 2011
14% of students achieved a 4.00 GPA
44% of students achieved a 3.00-3.99 GPA
28% of students achieved a 2.00-2.99 GPA
11% of students achieved a 0.00-1.99 GPA
2. Describe areas where you have concern about student success.
The Program continues to be concerned about our students who are not maintaining a 2.0 GPA
or better during each term. Beginning in the fall 2011, the Program implemented GPA specific
orientations for continuing students and began including important tips and strategies for
student success. In addition, after each less than satisfactory midterm progress reports,
students were given additional follow-up after seeing the Counselors with our Outreach
Specialist. Individual referrals to services and direct follow-up will hopefully have an impact on
shifting the percentage of students achieving below good standing.
3. What programs and services do you feel specifically contribute to the success of students
at your college? Why?
Based on the success data detailed here and under the accomplishments section of the program
review, it is evident that the EOPS/CARE Program directly contributes to the success of students
at the college. The wrap-around “above and beyond” services allows the program to carefully
monitor student progress and provide the personal guidance and encouragement many
students do not have access to. In addition, the EOPS/CARE Program collaborates directly with
other important campus services to help provide the program offerings. Financial Aid, Campus
Bookstore, Disabilities Support Program (DSP), Tutoring, Library, Career Services AFFIRM and
ASPIRE are some of the most notable partners. For instance, the book grants and vouchers
students receive each term could not be processed without the support from Financial Aid and
the Campus Bookstore. The book loan program is a joint venture between the Program,
Campus Bookstore and the Library. Providing students with access to expensive textbooks helps
alleviate some of the financial pressures they endure.
PART D: Compliance
Student Eligibility
1. Describe the factors you program uses to determine that student’s eligibility and how
these factors are communicated in your program information/handouts.
The EOPS/CARE Programs follow the implementing guidelines from the State Chancellor’s office
for determining student eligibility in accordance with Title 5, Article 2, Section 56226.
The eligibility guidelines for EOPS and CARE are clearly outlined on the program website,
literature and application packets. All interested students must complete the EOPS application
to be reviewed and verified by the Eligibility Specialist. To be eligible for the program, all of the
following must apply:
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Be a California resident as determined by the Evergreen Valley College Admissions and
Records Office
Qualify for the California Community Colleges Board of Governors Fee Waiver (BOGFW)
Part A or Part B (visit the Financial Aid Office to complete the form)
Have completed fewer than 70 units of college-degree applicable credits (including all
prior college work)
Be enrolled as a full-time student (12 units or as determined by DSP)
Meet educational disadvantage criteria, as defined by California, by any one of the
following:
- Not qualified for minimum college level Math or English required for associate’s
degree
- Not in possession of a high school diploma or GED certificate
- Graduated from high school with a GPA of less than 2.5
- Are the first in your family to attend college (of any kind)
- Were enrolled in remedial-level education
- In judgment of EOPS director/designee, to be determined educationally
disadvantaged
For CARE services, students must first be eligible for the EOPS program. All interested students
must complete the EOPS application and the CARE application. All CARE applications are
reviewed by the CARE Coordinator. To be eligible for CARE services, students must meet all of
the following requirements:
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Meet all EOPS requirements
Be a single parent and at least 18 years of age
Be a single head of household
Have at least one dependent child under that age of 14
Currently receive Temporary Assistance for Needy Families (TANF) benefits
In pursuit of completing a vocational certificate, associate degree, or university-transfer
requirements
After students are accepted into the program, they are required to attend a mandatory
orientation at the beginning of each term. The orientation provides an overview of services,
touches on key support topics (time management, college deadlines, etc.), and reviews the
EOPS Mutual Responsibility Agreement outlining requirements for continuing eligibility in the
program. This includes unit load, GPA requirements, midterm progress report submission and
three counseling contacts.
2. Describe the process used to monitor continued program eligibility
Based on Title 5 requirements, EOPS students must be under 70 degree applicable units or six
consecutive semesters to be served by the program. At the end of each term, the EOPS
Eligibility Specialist reviews the degree applicable units completed, GPA, semesters served and
completion of the Mutual Responsibility Agreement for each student. Each student is contacted
after the eligibility review to notify them of their status. If a student remains eligible, they are
required to attend a mandatory orientation at the beginning of the next term.
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For all EOPS students who also receive CARE services, they must submit current documentation
of benefits from the Department of Social Services at the beginning of each term. The CARE
Coordinator reviews the cash aid assistance and head of household status for each student
before each term. To continue in the program the student must meet these guidelines in
addition to all EOPS program requirements. Due to staffing changes at the Department of Social
Services, the CARE Coordinator works closely with the campus WIN program to review student
benefit information from the County. This expedites the eligibility determination and
notification to students.
3. If applicable, describe the process for assisting students in completing their Student
Educational Plan (SEP) and making necessary revisions.
A key component of the EOPS Mutual Responsibility Agreement is the requirement to meet with
a Counselor and establish and educational goal and develop an educational plan. To remain
eligible for the program students agree to adhere to the educational plan and make progress
toward their educational goal. The success of the program is the required integration of
counseling services to ensure students can discuss their educational goals and any issues they
are having consistently throughout the term. Three mandatory counseling contacts allow
Counselors to build relationships and follow the progress of their students.
PART E: Program Requirements
1. Indicate if the program is required to have a full-time director and meet specific
qualifications?
Per Title 5, Section 56230, EOPS is required to have a full-time director to manage and
coordinate the daily operation of the program and services, and supervise/coordinate the staff
assigned to perform EOPS activities. The EOPS Director must:
a) meet the minimum qualifications for student services administrators (Title 5, Section
53420)
b) have, within the last four years, two years of full-time experience or the equivalent:
1) in management or administration of educational programs, community
organizations, government programs, or private industry in which the applicant
dealt predominately with ethnic minorities or persons handicapped by language ,
social, or economic disadvantage or,
2) as a community college EOPS counselor or EOPS instructor, or have comparable
experience in working with disadvantaged clientele.
c) completed a minimum of six units of college-level course work predominately relating to
ethnic minorities or persons handicapped by educational, language or social
disadvantages.
2. Is the program mandated to have an advisory committee? Identify the
membership/composition, list the frequency of the meetings and provide a copy of the
last meeting’s minutes.
Per Title 5, Section 56208, EOPS is required to have an Advisory Committee to assist the college
in developing and maintaining effective program services. The committee is only required to
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meet once per academic year however, the EVC EOPS Advisory Committee generally meets
twice. The last meeting was held on Tuesday, November 15, 2011.
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John Ammon: Community Member
Martha Hardin: EVC WIN/CalWORKs Counselor/Instructor
Maria Josue: Outreach Specialist, National University
Oscar Lamas: Former EVC EOPS Student
Deborah Morillo: Community Member & Former EOPS Outreach Specialist
Robin Salak: EVC DSP Instructor/Coordinator
Patricia Salazar-Robbins: Community Member & Former Dean of Counseling &
EOPS Director
Current EOPS Student: Rotating Appointment
3. What type of documentation is the program required to maintain? Is the documentation
hard copy or electronic?
The EOPS program is required to maintain a student file with the following documents: EOPS
Application, Educational Plan and Mutual Responsibility Agreement. In addition, all forms must
be completed and signed by the student and designated EOPS personnel. A notation of the
student’s eligibility criteria and other documentation as appropriate must also be available in
the file.
In addition to the student eligibility information, the program must maintain documentation of
services for EOPS students. This includes, but is not limited to: EOPS orientations; priority
registration eligibility; assessment information; counseling contacts, tutorial services and any
transfer/career services.
The program utilizes hard copy documentation in individual student files. In addition, tracking
of student contacts is also entered into Datatel and the EOPS database.
PART F: Program Services
1. Describe the services you are mandated to provide?
The EOPS Program is required to provide: Outreach, Orientation and Registration Services;
Assessment; Counseling and Advisement; Basic Skills Instruction and Tutoring Services; and
Transfer and Career Employment Services.
CARE students receive direct service from a full-time CARE Coordinator, meal cards, gas cards,
and special CARE conferences and workshop designed to assist with topical issues related to
their needs. CARE students are given additional encouragement and rewards for participating in
events sponsored by the College that will enhance their educational or career goals
2. If the program does not offer all mandated services, which ones are not offered and why?
The program does not offer assessment services or basic skills instruction because the College
already provides these services. The program provides support services that are “over and
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beyond” and in addition to, that already offered by the college. We provide outreach,
orientation, priority registration, counseling, transfer/career workshops and tutoring.
As an example, tutoring is offered at EVC at no cost in group sessions. EOPS provides additional
one-on-one tutorial services for students after a recommendation from the EOPS Counselor.
EOPS coordinates with the Campus Tutoring Center to provide these “over and beyond’ services.
3. If counseling is a mandated service, how are the required counseling contacts
documented?
The three required counseling contacts are monitored and documented in Datatel and the
students’ folder by the Eligibility Specialist. Students are provided with a Counselor Contact
Sheet at the mandatory orientation each term. The contact sheet lists the three contacts, their
due dates and is copied on NCR paper so the student can submit the form for verification after
their contacts are complete. The EOPS/CARE Program also tracks the counseling contacts in the
EOPS database and is SARS-GRID to provide students with reminders. EOPS database and
reminds students at specific times in the semester when appointments are expected.
PART G: Student Learning Outcomes
1. What are the SLOs for the program?
NOTE: The complete EOPS SLO and Assessment Matrix is being revised. This document will be
posted online at a future date.
Core
Target Population
Activity/Service
First Contact
New EOPS
Appointment
Students
Orientation
Counseling
Appointments
Tutoring
EOPS
New and/or
Continuing EOPS
Students
Student Learning Outcomes Acquired
from Core Activity
Student will be able to explain the G.E.
patterns that match their Educational
Goal
Student will be able to describe their
assessment results and how it relates
to course selection
Student will be able to describe which
courses are needed for their major or
educational goal
(AA/AS/Certificate/Transfer)
Understand the benefits and available
resources provided by the EOPS
Program.
Utilize the resources and benefits to
successfully transfer to 4 year college
and/or graduate from EVC
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Assessment of
SLOs
1. Pre-Post Test
2. Data on
student
retention &
persistence
3. Data on
student
completion of
educational
goals
1. Pre-Post Test
2. Data on
completion of
student
contacts
3. Data on
Understand the process and
importance of utilizing priority
registration
student
retention &
persistence
4. Data on
student usage
of priority
registration
2. What process was used (or plan to use) to develop these outcomes?
The EOPS staff participated in the Spring 2011 Professional Development Day breakout session
conducted by Dr. Kenneth Gonzalez on developing student learning outcomes for student affairs
programs. The staff and faculty present at the training reviewed drafts of their SLO’s and made
revisions creating the current ones. The entire staff reviewed and approved the SLO’s at a
follow-up staff meeting. The two program counselors took the lead on developing two of the
assessment instruments. The pre-post surveys were reviewed by the entire staff at another
staff meeting.
3. Have you assessed and analyzed data outcomes?
The first round of SLO assessment for the identified SLO’s will be the end of the Spring 2012
semester. However, utilizing pre-post tests, data for one of the SLO’s was collected in February
2012. Following is a brief summary and analysis:
SLO 1: Understand the benefits and available resources provided by the EOPS/CARE program
Assessment Results:

371 EOPS students completed the pre-post test.

Pre-tests were administered and collected before the orientation session began and the
post-tests were administered and collected at the end of the session.

Overall, a majority of students displayed an increase in knowledge. However, there were
particular questions where student knowledge decreased after the orientation.
Analysis:
Recommendation 1: Review and revise orientation modules that contain the information which
may have led to decrease in knowledge.
Recommendation 2: Ensure that the same number of students complete the pre-post tests to
maintain assessment integrity.
EOPS
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4. How have you used the assessment information to improve the services?
No, since the SLO’s are newly identified, the program will be doing assessment during the spring
2012 semester. Based on the data the staff will consider making modifications to improve
services.
PART H: Funding Expenditures & Accountability
1. How do you ensure that categorical funds are only used for allowable and mandated cost?
Each academic year the EOPS/CARE Program is mandated to submit a Program Plan detailing
proposed budget expenditures based on the allocation by the State Chancellor’s Office. The
mandated expenditure requirements are clearly delineated in EOPS regulations and are
reflected in the extensive budget forms the Program is required to submit. The Program Plan is
developed by the Director, in collaboration with the CARE Coordinator. These documents are
then submitted to the Vice President of Student Affairs, the College President, the campus
business office and the Director of Fiscal Services at the District Office before submission to the
State Chancellor’s Office. The Program is notified of any discrepancies and given formal
approval on the expenditure plan from the State Chancellor’s Office after their review.
Throughout the fiscal year, the Director and CARE Coordinator monitor the program budget and
expenditures. All expenditures are approved by the Director and go through standard
procedures of review and approval at the campus and district level. Everything is noted in the
College’s general ledger.
2. Is the College mandated to provide a match? How is this met? Explain any outcomes,
should the College not meet match obligation.
The College is mandated to provide a match each academic year and the amount is determined
by the State Chancellor’s Office and is provided when the College is given their allocation. In
previous years the College has met the match with the salary and benefits from the Director
(100%) and Staff Assistant (20%) positions. In the last two years the College, did not meet the
required District Contribution and were required to petition the State for a waiver of those
requirements. With the reduction of a full-time director, beginning in January 2011 and the
fluctuation of a full-time Staff Assistant II, we were unable to meet the requirements. Due to
the current budget climate, the State Chancellor’s Office approved the reduction to our District
Match. However, if the match is not met in coming years, the State will reduce the overall
allocation to the program.
3. Describe the process for developing and obtaining local, state or federal Budget and
Expenditures approval.
There is a presumed allocation of 95% of the prior year’s allocation before the actual allocation
for the new fiscal year. At the announcement of the actual allocation for EOPS & CARE, the
Director calculates the amount and completes the proposed budget and accounting form (A1)
for the Program Plan based on required expenditures, prior year percentages expended in each
category, and anticipated needs for this year. The completed EOPS/CARE Program Plan and
proposed budget form are sent for signatures and approval from Supervising Administrator for
EOPS, District Business Manager, and the College President. When all the signatures are fixed
EOPS
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on the plan copies are made for all parties and the original document is sent to State
Chancellor’s Office. A detail breakdown of the proposed budget is share with the district office
where it is entered into the financial database.
4. Identify the process for completing the program’s Year-End Report and relationship to the
district’s year end program accounting.
Before the end of each fiscal year, the EOPS/CARE director and CARE Coordinator review the
general ledger report to ensure funds were properly expended and reported before June 30th .
This involves disencumbering outstanding purchase orders, checking for grant checks that were
not cashed, ensuring all invoice and reimbursement forms have been submitted. During July the
EOPS/CARE Director and CARE Coordinator review the year-end expenditure report and all
expenses charged to EOPS & CARE. The check is made to ensure accuracy. The EOPS/CARE
Director works with the campus business office to complete the final accounting form for EOPS
& CARE. The EOPS/CARE Director obtains all the necessary signatures, makes copies of the
forms and mails the original to State Chancellor’s Office.
PART I: Planning Agenda
1. Identify any plans you may have to modify, automate and/or create additional services
within your program.
Currently, there are no plans to modify or create additional services. However, after program
staff review all SLO assessment data and complete an analysis, this is subject to change. A
primary goal of the Program is to provide quality services, which may require adjustments after
the first SLO assessment cycle.
2. Indicate if you are receiving or planning to request funds beyond the state or federal
categorical allocation.
Since 2008, the EOPS grant has been reduced significantly. In 2008-2009 the state allocation was
$910,348.00 and in 2011-2012 it was $526,223.00. In order to maintain salaries the Program will
need to identify resources to sustain services. The challenge is the “gap” between what the
state provides and what it costs to provide the services.
3. Identify and discuss the facilities, equipment, equipment maintenance, and materials
needs
Due to the volume of work performed by Program staff and the service needs of program
participants, up-to-date computers are needed to meet the demands. The current computers
utilized by Program staff are outdated. Additionally, a copy machine is needed for the Student
Success Center for student use.
4. Describe plans to implement new technologies in an effort to eliminate manual processes
and enhance the department/program. Identify projected needs and timelines.
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The Program plans to purchase new computers for the EOPS Staff and a copy machine for the
Student Success Center with MAA funds. The computers will be purchased by the end of Spring
semester 2012 and the copy machine will be purchased by the Fall semester 2012.
EOPS
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