90%. Students who fail to comply with these measures, are exited from the program: RESULTS: Fa’14 rates are at 67% and Sp’15 rates were at 63% for a 65% average. These numbers are below the projected average. Students are regularly sent SARS emails and phone calls to remind students of their obligation to complete their mandatory counseling appointments. EOPS program staff will develop strategies to ensure students make their appointments as required. One strategy includes utilizing the “remind” text messaging application to alert students to their upcoming appointments. EOPS students will be asked to sign up for the free text service (optional) during Fall/Spring orientations. Program staff will emphasize that the text service will provide important program updates and reminders. attain a certificate (vocational program), AA/AS/AS-T degree and/or transfer preparation. Courses are listed on a six semester grid on the back of the SEP. After completing their SEP, students make a second appointment for progress monitoring and a third, end-of-term appointment. Periodically, SEPs are updated as students make progress towards their goals or change them. This results in a better informed, more confident student who has a good understanding of what they need to do to achieve their educational goal(s). Students schedule appointments with the eSARS online scheduling system. Students can access eSARS directly from the RC home page and/or at the front counter of most of the Student Services program areas. It allows for easy access to making appointment from anywhere and at any time. Appointments are easier to manage since students receive an automated phone reminder and college email the evening before their appointment. Every student participating in the EOPS/CARE program is required to have a Student Education Plan (SEP) in their student file. The SEP is a mandatory requirement per EOPS regulations, along with 3 required student counseling appointments to participate in the EOPS program. During the initial counseling appointment, a complete Student Education Plan (SEP) is developed by the EOPS Counselor. These SEP serves as a visual “roadmap” listing the required coursework for their respective major. The Counselor explains all elements on the SEP and assists students in selecting the appropriate courses to attain a certificate (vocational program), AA/AS/AS-T degree and/or transfer preparation. Courses are listed on a six semester grid on the
and continuing students, 182 attended and 138 utilized their priority registration date (76%). Of 122 who did not attend a workshop, only 35 registered on their priority date. This put the non-attending students at (29%). The 76% figure for “new student” attendees is higher than the 60% program average. Preliminary numbers for spring 2015 indicate that out of 474 students, 266 utilized priority registration for a 56% rate. However, 81% had registered within a four-week window from their priority registration date. EOPS assistant will develop data for continuing students versus “new” EOPS students. conducted at the end of the workshops and were asked what information they would like covered in future presentations. Our first action taken in response to the surveys resulted in a FAFSA/Scholarship workshop, coordinated with the financial aid office. Our plan is to establish a yearly calendar of workshops, coordinated with other campus departments as needed, to provide our students with a variety of useful information throughout the academic year. RESULTS: EOPS has partnered with Title V, STEM, SSS Career/Transfer Center and created a calendar providing student success workshops in various subjects areas and/or Topics for success. *See Ia, b, and c for brief outline of Aiming for Success Workshops In order to improve students’ opportunity for success, the EOPS program conducts workshops aimed at addressing the unique needs of first-year program participants. Several of the workshop topics included Priority Registration, Aiming 4 Success, and CARE workshops. One of the issues first semester students encounter is that they are not familiar with available campus resources and/or campus technology (e.g.,WebAdvisor, student services etc. . .). Our fall semester Priority Registration workshops’ objective is to bridge this knowledge gap early on so that students can utilize any available campus resource they may need. This workshop provides our students with an overview of available campus resources and a live demonstration of how to search and register for classes online through WebAdvisor. * I) The Aiming for Success workshops covered concepts on learning behaviors for student success. The following is a brief outline of workshop content. What is Success? Define success Engage students – have them give examples of success Show EOPS “success rate” – stress importance of services we provide and utilize our staff in helping them reach their educational goals Obstacles for college success
campus support programs organize field trips to CSU Fresno to learn about programs of study at CSUF identify their transfer plans. This includes listing students’ transfer goal on the EOPS Master list. The new tracking system will help the program determine exactly who those students are. There is 1 student transferring to UC Davis and 1 student to a private university. Field trips for students have included visits to CSU, Northridge, San Jose, Los Angeles, Fullerton, San Francisco and UC Berkley. 3. Initiate process where student’s goals/objectives are tracked and monitored. A longitudinal model will be developed to track students from first entry point through 6 semesters to actual degree or certificate completion and/or transfer to university. Currently working with Institutional Researcher to develop EOPS student cohort data beginning with “first-time students” who enrolled in Fall 2012. Provided the Institutional Researcher with student ID’s from EOPS Master List of program participants. Researcher will start developing student cohorts from term to term, year to year (academic), and to program completion. (first report ready) Researcher will include data for non-completers. Currently working with RC Institutional Researcher and EOPS Program Assistant in tracking “internal” EOPS student data. 4. Reinstate peer mentor hours and peer mentors. DISCONTINUED: This particular program goal was eliminated in the 2013-14 program review progress report. . It was very difficult to have two EOPS FWS students mentor each and every program participant Student mentors/ resources were not being utilized effectively. Students were placed in Library. EOPS students were required to meet with (2) mentors to discuss their progress and or provide support with their college experience
5. Reinstate EOPS/CARE Advisory Committee. The EOPS/CARE Advisory Committee was reinstated in Fall 2012. The Advisory Committee meets twice a year in the fall and spring terms. Current and past committee members have included: SCCCD Board members (2), AGS student representative, EOPS student(s), RC faculty representative/RC Academic Senate representative, (2) High School counselors, CSU Fresno representative, RC Financial Aid Director, Dean of Students and Community representatives 6. Update equipment to meet new and changing technology. Completed (3) Computers and (4) printers were purchased for Counseling staff and Program Director. Hershey Scanner and eSARS TouchScreen purchased to maximize student tracking functions 7. Develop and implement program satisfaction survey. EOPS developed two student surveys on measures of importance with respect to the type of service(s) the program offers; and surveys students on their knowledge of EOPS program requirements. Surveys have been converted to Class Climate scanning software for quick and timely data compilation. Data from “New student orientation” include “response rates that were on average over 95% correct. Responses to the question asking about the Student Education Plan is lower than last year and might indicate a need for additional focus on SEP’s during the orientation. Generally, response rates have remained consistent over the past several years”. Student satisfaction Survey results indicate satisfaction rates above 90%. E. If applicable, in the table below, list the recommendations from the previous accreditation report and the status of each. Include in the status column any barriers encountered. Previous ACCJC or Other Accreditation Recommendations
Program Goals Page number(s) where supported Priority (0-3) Estimated cost/resource Proposed timeline SP Goal Link Continue to develop student completion tracking model. Develop a student progress monitoring system utilizing a course Academic Progress Report. 36 33, 34, 35 1 No Costs 2016 - 2019 1.1, 1.4 Technology Goal Program Goals Page number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Develop technology/process for identifying students in developmental courses to provide early intervention (success workshops/tutorial) 29 36, 37, 38, 39 1 N/A Work with IT at SCCCD to develop Sequel query 2017 -18 1.4 Assessment Goals Page number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Survey EOPS degree completers to determine successful student behaviors/traits/strategies 20, 21 2 No cost 2018-19 1.1, 1.4
Technology/General Supply Goals Page number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Replace office computers after completion of “use” cycle. General supplies: Folders for student files: color coded files used for student files. Color coded Tabs for student files used to organize required documentation that is stored in student files. Pens, colored paper, manila folders, printer toner, calendars, highlighters, permanent markers, sheet protectors, scotch tape, post-its, cork boards, banker boxes 48, 49 $12,500 2018 - 2019 1.1, 1.4 Facility Goals Page number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Sound proof counseling cubicles for student confidentiality (Reedley/Madera) 7, 8 3 Undetermined 2020-21 2.2 Staffing Goals Page number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Hire a full-time Counselor EOPS Counselor 17, 18, 19 3 $54,029 - $83,180 based on education and experience 2020-21 1.1, 1.4,2.2 Staff Development for College Success Workshop training 32, 33, 34 2 $2,000 2017 - 18 1.4 * As supported by the report’s quantitative and qualitative analyses and evaluation of the assessment of student learning outcomes Note: Summary Statements are needed for each campus, if applicable.
Complete the following chart indicating which year program outcomes will be completed. Each outcome must be assessed at least once during this timeframe. The program may conduct as many assessments of a single outcome as is meaningful. Year Program outcome to be assessed Person responsible for heading assessment and completing Reporting Form Year 1 2016-17 Mario Gonzales Year 1/2 2016-18 Identification sequel query for students enrolled in developmental courses – assess for success rates after intervention Develop a student progress monitoring system utilizing a course Academic Progress Report. Year 2 & 3 2017-18 Identification sequel query for students enrolled in developmental courses – assess for success rates after intervention Develop technology/process for identifying students in developmental courses to provide early intervention (success workshops/tutorial) Mario Gonzales Year 4 2018 - 2019 Ruby Duran Year 5 2020 - 2021 Survey EOPS degree completers to determine successful student behaviors/traits/strategies Christina Cazares Appendix A *Please attach the SLO reports from Blackboard.